exploration in human behavior
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MIDDLESEX COMMUNITY COLLEGE
BEDFORD bull MASSACHUSETTS bull LOWELL
Strategies for Success COURSE GUIDE
Sponsored by the US Department of Education Title III Grant Strategies for Success Increasing Achievement Persistence Retention amp Engagement 2008-2013
Explorations in Human Behavior
Title III Strengthening Institutions ProjectStrategies for Success Increasing Achievement
Persistence Retention and Engagement
The Strategies for Success Title III initiative is a major five‐year project (2009‐2013) funded bya two million dollar grant from the US Department of Education This initiative is intended totransform Middlesex Community College by improving the academic achievement persistenceretention and engagement of its students
The project focuses on reformed curricula and comprehensive advising Reformed Curriculuminvolves the design of developmental and college Gateway courses and learning communitiesembedded with Core Student Success Skills related to critical thinking communicationcollaboration organization and self‐assessment Overall 45 courses will be impacted over thefive years of the project Comprehensive Advising involves the design of integrated advisingservices to include identification of academic and career goals creation of realistic educationalplans and continuous tracking and intervention with an emphasis on the Core Student SuccessSkills Comprehensive Advising Services will be specifically tailored to each program of studyCross‐division curriculum and advising design teams composed of faculty and staff aredesigning piloting and assessing the curriculum and advising initiatives
The Title III grant provides resources to support faculty professional development related todesigning and piloting new curriculum and advising students The grant also supports thepurchase of advising software programs and the hiring of a Pedagogical Instructional DesignerLearning Engagement Specialist Advising Coordinator and two academic advisors Theresources provided by the grant offer an exciting opportunity for the college community towork together to develop the strong programs and services that will increase student success
Table of Contents
PageIntroduction 2TopicSkill Activity Matrix 4
Lesson PlansUnit Notes Outline 10Students Create Test Questions 11CalendarTime Management Activity 12Learning Style Group Discussion 14Note‐taking 16Student Portfolio 17Rubrics for Self Assessment 18Journaling 20Team‐Based Learning 21Class Survey Data Interpretations 24Self Exploration Assignment 26Debates 28Fishbowl Discussions 30Research Assignment 32Concept Mapping 33I am Exercises (Personality) 35Social Readjustment Rating Scale 37Theories of Personality Project 38Cooperative Learning for Personality Theories 43Researching Controversial Issues 44Group Communication 45Thinking Critically about Individualism and Collectivism 46Self Image vs Ideal Self 48Goal Setting 49Locus of Control 50Handling Problems 53Motivation and Maslowrsquos Hierarchy of Needs 54Relaxation Techniques 55Healthy Lifestyle Choices for a College Student 56Career Assignment 57Evaluating Information 58Love and Commitment 62Exploring Thoughts and Perceptions of Mental Illness 63EQ Test 64Refining a Topic 71
SyllabiLeslie Adams‐Lariviere 73Wayne Currie 80Deanna Lima 86Elise Martin 92
1
Explorations in Human BehaviorResource Guide for Infusing College Student Success Skills
Explorations in Human Behavior introduces the study of psychology integrating psychological research andtheories related to human behavior with learning strategies study skills and information on college resources tohelp students learn and sharpen the important skills that contribute to college success This course satisfies aTechnology or Environment or Health Intensive Value and a Behavioral Science Elective requirement
This course along with other Explorations courses at Middlesex Community College is a college level course forfirst semester students who were also placed into at least one developmental level English or math course Thelearning is experiential engaging students in hands‐on learning activities while helping them orient to theexpectations of college
As a part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention andEngagement this and all other developmental and gateway courses are being redesigned to incorporate thefollowing College Student Success Skills (CSSS) Critical Thinking Collaboration Communication Organizationand Self Assessment The course materials and activities will focus on helping students to develop the key skillsof communication critical thinking collaboration organization and self‐reflection Students will have anopportunity to think more explicitly about these skills apply them while learning about and engaging withtheories and concepts of psychology and human behavior and then demonstrate how they have improved theircommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following skill descriptions
bull Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
bull Communication skills can include the ability to write speak use numbers andor use technology effectivelybull Collaboration includes participating as a member of a community either as part of a group of students in
the class andor a group of people outside of the classroombull Organization skills related to time management note‐taking test‐taking and studying are important for
success in collegebull Self‐assessment skills include setting academic and career goals developing and following a plan to achieve those
goals and utilizing college resources to help students achieve their goals
This resource guide was designed by four faculty members currently teaching the course to share with each andoffer to other faculty teaching the course activities that can help students develop the essential CSSS We hopethat these activities which can and should be modified as appropriate spark ideas for other activities We haveorganized the guide as follows
bull A Table of Contents for the Curriculum Guide
bull A TopicSkills Matrix classifies learning activities by both course topic and CSSSo There are a number of general learning activities andor pedagogies that lend themselves to being
used throughout the course regardless of topic these are listed at the beginning of the matrixo We have also included in the matrix a column with ideas for further experiential learning for
students ndash eg mini civic engagement projects and field trips ndash and the names of departments andareas in Student Affairs that would be likely collaborators We plan to try several of these ideasourselves this semester and encourage you to do the same Research on retention in highereducation tells us that the degree to which students are engaged in activitiesgroupsservices at acollege has a direct and positive impact on their likelihood of remaining in college and graduating
2
bull Lesson Plans for the activities including samples of handouts as appropriate Lesson plans include the nameof the faculty member who developeduses the lessonactivity If you have any questions related to aparticular lesson please contact that faculty member via email (see below) ndash they will be happy to answeryour questions
bull Fall 09 syllabi for Explorations in Human Behavior (belonging to the faculty who developed this guide) toprovide ideas for how the integration of many of these CSSS activities can be woven into a course CSSSactivities are asterisked () in these syllabi for ease of identification
bull A survey students will take at the beginning and end of the semester to assess the impact of the integrationof these CSSS learning activities into the course
We hope you find this guide useful we all enjoyed collaborating to develop it and our attached syllabi reflectthe integration of several of each othersrsquo ideas into our own course Donrsquot forget ndash contact us if you have anyquestions regarding any of these activities
Happy teaching
TeamMembers
Leslie Adams‐Lariviere Adjunct Faculty (ladamslarivierecomcastnet)Wayne Currie Adjunct Faculty (curriewmiddlesexmassedu)Deanna Lima Adjunct Faculty (deannalimacomcastnet)Elise Martin Assistant Dean of Assessment and Adjunct Faculty (martinemiddlesexmassedu)
3
Explorations
inHum
anBe
havior
ndashTitleIII
CURR
ICULU
MRE
DESIGN
TOPICS
SKILLS
MATR
IX
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Gen
erallearning
activities
that
canbe
used
througho
utthe
course
ndashareno
tun
ique
toaspecific
course
topic
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Time
Managem
ent
Calend
arActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Note‐Taking
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Stud
entP
ortfolios
RubricsforSelf
Assessm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
SelfExploration
Assignm
ent
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
grou
pdiscussion
s‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
Fishbo
wlD
iscussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
Test
Que
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n(w
ritten
num
eracy)
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Concep
tMapping
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n
4
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Theo
ries
ofPe
rson
ality
Develop
men
t
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Theo
ries
ofPe
rson
ality
Project
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erative
Learning
for
Person
ality
Theo
ries
Theo
ries
ofPe
rson
ality
Project(oral
techno
logyw
ritten
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erativeLearning
forPe
rson
ality
Theo
ries
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Researching
controversialissue
s(In
foLit)
Theo
ries
ofPe
rson
ality
Project
Person
alcoun
selorcouldvisit
classandde
scribe
howhe
run
derstand
ingof
person
ality
theo
ries
ofde
velopm
ent
impacted
herprofession
altraining
andor
howhe
rwork
with
clientsndashhe
rrecommen
datio
nsforusing
onersquosun
derstand
ingof
onersquos
ownde
velopm
enttoim
prove
onersquoslife
5
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Theo
ries
ofSocial
Influ
ence
(Group
sObe
dien
ce
Conformity
Individu
alism
Collectivismetc)
Group
Commun
ication
Group
Commun
ication
Group
Commun
ication ‐
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Thinking
Critically
abou
tIndividu
alism
ampCo
llectivism
Observatio
nof
agrou
pon
campu
s(SUGA)for
grou
pcommun
icationstyle
(Locationstim
esof
grou
pmeetin
gs‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
Spectrum
Club
repto
speakto
class(Clubprom
otes
awaren
essof
diversity
sensitivityandvisibilityof
the
gaylesbianbisexualand
transgen
dercommun
ityat
MCC
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
ASA
(African
Stud
ent
Assoc)C
lubLatin
osUnido
sClub
InternationalClubreps
tocome
toclassandpresen
tpanel
discussion
QampAon
howbe
ing
raised
inacollectivistsociety
differed
from
theircurren
texpe
rien
cehe
reinUS
6
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
TheSelf(Self
Concep
tSelfEsteem
SelfEfficacy)
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
SelfIm
agevs
IdealSelf
Activity
SelfExploration
Assignm
ent
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
SelfIm
agevs
IdealSelfA
ctivity
Person
alCo
unselingcouldco‐
developlesson
discussionon
improvingim
pactof
selfconcep
tandselfesteem
Motivation
Locusof
Controllearne
dop
timism
helplessne
ss
GoalSettin
gActivity
Locusof
ControlA
ctivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Goalsettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Handling
Prob
lems
Activity
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
GoalSettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Handling
Prob
lemsActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
Maslowrsquos
Hierarchy
ofNeeds
activity
Center
forCo
mmun
ityEn
gagemen
tcou
ldbe
invitedto
classto
lead
adiscussion
onthesebe
haviorsandtheireffect
onon
ersquoshe
althw
ell‐b
eing
Classcouldthen
bull
visita
shelterto
observediscuss
bullinterviewaveteran ‐w
arrsquos
impact
bullvisitn
ursing
homes
toob
servediscuss
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
With
Health
Servicesdevelop
abrochu
reforselfim
provem
ent
ofthesebe
haviors
7
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
Title III Strengthening Institutions ProjectStrategies for Success Increasing Achievement
Persistence Retention and Engagement
The Strategies for Success Title III initiative is a major five‐year project (2009‐2013) funded bya two million dollar grant from the US Department of Education This initiative is intended totransform Middlesex Community College by improving the academic achievement persistenceretention and engagement of its students
The project focuses on reformed curricula and comprehensive advising Reformed Curriculuminvolves the design of developmental and college Gateway courses and learning communitiesembedded with Core Student Success Skills related to critical thinking communicationcollaboration organization and self‐assessment Overall 45 courses will be impacted over thefive years of the project Comprehensive Advising involves the design of integrated advisingservices to include identification of academic and career goals creation of realistic educationalplans and continuous tracking and intervention with an emphasis on the Core Student SuccessSkills Comprehensive Advising Services will be specifically tailored to each program of studyCross‐division curriculum and advising design teams composed of faculty and staff aredesigning piloting and assessing the curriculum and advising initiatives
The Title III grant provides resources to support faculty professional development related todesigning and piloting new curriculum and advising students The grant also supports thepurchase of advising software programs and the hiring of a Pedagogical Instructional DesignerLearning Engagement Specialist Advising Coordinator and two academic advisors Theresources provided by the grant offer an exciting opportunity for the college community towork together to develop the strong programs and services that will increase student success
Table of Contents
PageIntroduction 2TopicSkill Activity Matrix 4
Lesson PlansUnit Notes Outline 10Students Create Test Questions 11CalendarTime Management Activity 12Learning Style Group Discussion 14Note‐taking 16Student Portfolio 17Rubrics for Self Assessment 18Journaling 20Team‐Based Learning 21Class Survey Data Interpretations 24Self Exploration Assignment 26Debates 28Fishbowl Discussions 30Research Assignment 32Concept Mapping 33I am Exercises (Personality) 35Social Readjustment Rating Scale 37Theories of Personality Project 38Cooperative Learning for Personality Theories 43Researching Controversial Issues 44Group Communication 45Thinking Critically about Individualism and Collectivism 46Self Image vs Ideal Self 48Goal Setting 49Locus of Control 50Handling Problems 53Motivation and Maslowrsquos Hierarchy of Needs 54Relaxation Techniques 55Healthy Lifestyle Choices for a College Student 56Career Assignment 57Evaluating Information 58Love and Commitment 62Exploring Thoughts and Perceptions of Mental Illness 63EQ Test 64Refining a Topic 71
SyllabiLeslie Adams‐Lariviere 73Wayne Currie 80Deanna Lima 86Elise Martin 92
1
Explorations in Human BehaviorResource Guide for Infusing College Student Success Skills
Explorations in Human Behavior introduces the study of psychology integrating psychological research andtheories related to human behavior with learning strategies study skills and information on college resources tohelp students learn and sharpen the important skills that contribute to college success This course satisfies aTechnology or Environment or Health Intensive Value and a Behavioral Science Elective requirement
This course along with other Explorations courses at Middlesex Community College is a college level course forfirst semester students who were also placed into at least one developmental level English or math course Thelearning is experiential engaging students in hands‐on learning activities while helping them orient to theexpectations of college
As a part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention andEngagement this and all other developmental and gateway courses are being redesigned to incorporate thefollowing College Student Success Skills (CSSS) Critical Thinking Collaboration Communication Organizationand Self Assessment The course materials and activities will focus on helping students to develop the key skillsof communication critical thinking collaboration organization and self‐reflection Students will have anopportunity to think more explicitly about these skills apply them while learning about and engaging withtheories and concepts of psychology and human behavior and then demonstrate how they have improved theircommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following skill descriptions
bull Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
bull Communication skills can include the ability to write speak use numbers andor use technology effectivelybull Collaboration includes participating as a member of a community either as part of a group of students in
the class andor a group of people outside of the classroombull Organization skills related to time management note‐taking test‐taking and studying are important for
success in collegebull Self‐assessment skills include setting academic and career goals developing and following a plan to achieve those
goals and utilizing college resources to help students achieve their goals
This resource guide was designed by four faculty members currently teaching the course to share with each andoffer to other faculty teaching the course activities that can help students develop the essential CSSS We hopethat these activities which can and should be modified as appropriate spark ideas for other activities We haveorganized the guide as follows
bull A Table of Contents for the Curriculum Guide
bull A TopicSkills Matrix classifies learning activities by both course topic and CSSSo There are a number of general learning activities andor pedagogies that lend themselves to being
used throughout the course regardless of topic these are listed at the beginning of the matrixo We have also included in the matrix a column with ideas for further experiential learning for
students ndash eg mini civic engagement projects and field trips ndash and the names of departments andareas in Student Affairs that would be likely collaborators We plan to try several of these ideasourselves this semester and encourage you to do the same Research on retention in highereducation tells us that the degree to which students are engaged in activitiesgroupsservices at acollege has a direct and positive impact on their likelihood of remaining in college and graduating
2
bull Lesson Plans for the activities including samples of handouts as appropriate Lesson plans include the nameof the faculty member who developeduses the lessonactivity If you have any questions related to aparticular lesson please contact that faculty member via email (see below) ndash they will be happy to answeryour questions
bull Fall 09 syllabi for Explorations in Human Behavior (belonging to the faculty who developed this guide) toprovide ideas for how the integration of many of these CSSS activities can be woven into a course CSSSactivities are asterisked () in these syllabi for ease of identification
bull A survey students will take at the beginning and end of the semester to assess the impact of the integrationof these CSSS learning activities into the course
We hope you find this guide useful we all enjoyed collaborating to develop it and our attached syllabi reflectthe integration of several of each othersrsquo ideas into our own course Donrsquot forget ndash contact us if you have anyquestions regarding any of these activities
Happy teaching
TeamMembers
Leslie Adams‐Lariviere Adjunct Faculty (ladamslarivierecomcastnet)Wayne Currie Adjunct Faculty (curriewmiddlesexmassedu)Deanna Lima Adjunct Faculty (deannalimacomcastnet)Elise Martin Assistant Dean of Assessment and Adjunct Faculty (martinemiddlesexmassedu)
3
Explorations
inHum
anBe
havior
ndashTitleIII
CURR
ICULU
MRE
DESIGN
TOPICS
SKILLS
MATR
IX
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Gen
erallearning
activities
that
canbe
used
througho
utthe
course
ndashareno
tun
ique
toaspecific
course
topic
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Time
Managem
ent
Calend
arActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Note‐Taking
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Stud
entP
ortfolios
RubricsforSelf
Assessm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
SelfExploration
Assignm
ent
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
grou
pdiscussion
s‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
Fishbo
wlD
iscussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
Test
Que
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n(w
ritten
num
eracy)
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Concep
tMapping
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n
4
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Theo
ries
ofPe
rson
ality
Develop
men
t
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Theo
ries
ofPe
rson
ality
Project
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erative
Learning
for
Person
ality
Theo
ries
Theo
ries
ofPe
rson
ality
Project(oral
techno
logyw
ritten
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erativeLearning
forPe
rson
ality
Theo
ries
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Researching
controversialissue
s(In
foLit)
Theo
ries
ofPe
rson
ality
Project
Person
alcoun
selorcouldvisit
classandde
scribe
howhe
run
derstand
ingof
person
ality
theo
ries
ofde
velopm
ent
impacted
herprofession
altraining
andor
howhe
rwork
with
clientsndashhe
rrecommen
datio
nsforusing
onersquosun
derstand
ingof
onersquos
ownde
velopm
enttoim
prove
onersquoslife
5
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Theo
ries
ofSocial
Influ
ence
(Group
sObe
dien
ce
Conformity
Individu
alism
Collectivismetc)
Group
Commun
ication
Group
Commun
ication
Group
Commun
ication ‐
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Thinking
Critically
abou
tIndividu
alism
ampCo
llectivism
Observatio
nof
agrou
pon
campu
s(SUGA)for
grou
pcommun
icationstyle
(Locationstim
esof
grou
pmeetin
gs‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
Spectrum
Club
repto
speakto
class(Clubprom
otes
awaren
essof
diversity
sensitivityandvisibilityof
the
gaylesbianbisexualand
transgen
dercommun
ityat
MCC
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
ASA
(African
Stud
ent
Assoc)C
lubLatin
osUnido
sClub
InternationalClubreps
tocome
toclassandpresen
tpanel
discussion
QampAon
howbe
ing
raised
inacollectivistsociety
differed
from
theircurren
texpe
rien
cehe
reinUS
6
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
TheSelf(Self
Concep
tSelfEsteem
SelfEfficacy)
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
SelfIm
agevs
IdealSelf
Activity
SelfExploration
Assignm
ent
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
SelfIm
agevs
IdealSelfA
ctivity
Person
alCo
unselingcouldco‐
developlesson
discussionon
improvingim
pactof
selfconcep
tandselfesteem
Motivation
Locusof
Controllearne
dop
timism
helplessne
ss
GoalSettin
gActivity
Locusof
ControlA
ctivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Goalsettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Handling
Prob
lems
Activity
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
GoalSettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Handling
Prob
lemsActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
Maslowrsquos
Hierarchy
ofNeeds
activity
Center
forCo
mmun
ityEn
gagemen
tcou
ldbe
invitedto
classto
lead
adiscussion
onthesebe
haviorsandtheireffect
onon
ersquoshe
althw
ell‐b
eing
Classcouldthen
bull
visita
shelterto
observediscuss
bullinterviewaveteran ‐w
arrsquos
impact
bullvisitn
ursing
homes
toob
servediscuss
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
With
Health
Servicesdevelop
abrochu
reforselfim
provem
ent
ofthesebe
haviors
7
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
Table of Contents
PageIntroduction 2TopicSkill Activity Matrix 4
Lesson PlansUnit Notes Outline 10Students Create Test Questions 11CalendarTime Management Activity 12Learning Style Group Discussion 14Note‐taking 16Student Portfolio 17Rubrics for Self Assessment 18Journaling 20Team‐Based Learning 21Class Survey Data Interpretations 24Self Exploration Assignment 26Debates 28Fishbowl Discussions 30Research Assignment 32Concept Mapping 33I am Exercises (Personality) 35Social Readjustment Rating Scale 37Theories of Personality Project 38Cooperative Learning for Personality Theories 43Researching Controversial Issues 44Group Communication 45Thinking Critically about Individualism and Collectivism 46Self Image vs Ideal Self 48Goal Setting 49Locus of Control 50Handling Problems 53Motivation and Maslowrsquos Hierarchy of Needs 54Relaxation Techniques 55Healthy Lifestyle Choices for a College Student 56Career Assignment 57Evaluating Information 58Love and Commitment 62Exploring Thoughts and Perceptions of Mental Illness 63EQ Test 64Refining a Topic 71
SyllabiLeslie Adams‐Lariviere 73Wayne Currie 80Deanna Lima 86Elise Martin 92
1
Explorations in Human BehaviorResource Guide for Infusing College Student Success Skills
Explorations in Human Behavior introduces the study of psychology integrating psychological research andtheories related to human behavior with learning strategies study skills and information on college resources tohelp students learn and sharpen the important skills that contribute to college success This course satisfies aTechnology or Environment or Health Intensive Value and a Behavioral Science Elective requirement
This course along with other Explorations courses at Middlesex Community College is a college level course forfirst semester students who were also placed into at least one developmental level English or math course Thelearning is experiential engaging students in hands‐on learning activities while helping them orient to theexpectations of college
As a part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention andEngagement this and all other developmental and gateway courses are being redesigned to incorporate thefollowing College Student Success Skills (CSSS) Critical Thinking Collaboration Communication Organizationand Self Assessment The course materials and activities will focus on helping students to develop the key skillsof communication critical thinking collaboration organization and self‐reflection Students will have anopportunity to think more explicitly about these skills apply them while learning about and engaging withtheories and concepts of psychology and human behavior and then demonstrate how they have improved theircommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following skill descriptions
bull Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
bull Communication skills can include the ability to write speak use numbers andor use technology effectivelybull Collaboration includes participating as a member of a community either as part of a group of students in
the class andor a group of people outside of the classroombull Organization skills related to time management note‐taking test‐taking and studying are important for
success in collegebull Self‐assessment skills include setting academic and career goals developing and following a plan to achieve those
goals and utilizing college resources to help students achieve their goals
This resource guide was designed by four faculty members currently teaching the course to share with each andoffer to other faculty teaching the course activities that can help students develop the essential CSSS We hopethat these activities which can and should be modified as appropriate spark ideas for other activities We haveorganized the guide as follows
bull A Table of Contents for the Curriculum Guide
bull A TopicSkills Matrix classifies learning activities by both course topic and CSSSo There are a number of general learning activities andor pedagogies that lend themselves to being
used throughout the course regardless of topic these are listed at the beginning of the matrixo We have also included in the matrix a column with ideas for further experiential learning for
students ndash eg mini civic engagement projects and field trips ndash and the names of departments andareas in Student Affairs that would be likely collaborators We plan to try several of these ideasourselves this semester and encourage you to do the same Research on retention in highereducation tells us that the degree to which students are engaged in activitiesgroupsservices at acollege has a direct and positive impact on their likelihood of remaining in college and graduating
2
bull Lesson Plans for the activities including samples of handouts as appropriate Lesson plans include the nameof the faculty member who developeduses the lessonactivity If you have any questions related to aparticular lesson please contact that faculty member via email (see below) ndash they will be happy to answeryour questions
bull Fall 09 syllabi for Explorations in Human Behavior (belonging to the faculty who developed this guide) toprovide ideas for how the integration of many of these CSSS activities can be woven into a course CSSSactivities are asterisked () in these syllabi for ease of identification
bull A survey students will take at the beginning and end of the semester to assess the impact of the integrationof these CSSS learning activities into the course
We hope you find this guide useful we all enjoyed collaborating to develop it and our attached syllabi reflectthe integration of several of each othersrsquo ideas into our own course Donrsquot forget ndash contact us if you have anyquestions regarding any of these activities
Happy teaching
TeamMembers
Leslie Adams‐Lariviere Adjunct Faculty (ladamslarivierecomcastnet)Wayne Currie Adjunct Faculty (curriewmiddlesexmassedu)Deanna Lima Adjunct Faculty (deannalimacomcastnet)Elise Martin Assistant Dean of Assessment and Adjunct Faculty (martinemiddlesexmassedu)
3
Explorations
inHum
anBe
havior
ndashTitleIII
CURR
ICULU
MRE
DESIGN
TOPICS
SKILLS
MATR
IX
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Gen
erallearning
activities
that
canbe
used
througho
utthe
course
ndashareno
tun
ique
toaspecific
course
topic
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Time
Managem
ent
Calend
arActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Note‐Taking
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Stud
entP
ortfolios
RubricsforSelf
Assessm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
SelfExploration
Assignm
ent
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
grou
pdiscussion
s‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
Fishbo
wlD
iscussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
Test
Que
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n(w
ritten
num
eracy)
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Concep
tMapping
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n
4
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Theo
ries
ofPe
rson
ality
Develop
men
t
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Theo
ries
ofPe
rson
ality
Project
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erative
Learning
for
Person
ality
Theo
ries
Theo
ries
ofPe
rson
ality
Project(oral
techno
logyw
ritten
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erativeLearning
forPe
rson
ality
Theo
ries
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Researching
controversialissue
s(In
foLit)
Theo
ries
ofPe
rson
ality
Project
Person
alcoun
selorcouldvisit
classandde
scribe
howhe
run
derstand
ingof
person
ality
theo
ries
ofde
velopm
ent
impacted
herprofession
altraining
andor
howhe
rwork
with
clientsndashhe
rrecommen
datio
nsforusing
onersquosun
derstand
ingof
onersquos
ownde
velopm
enttoim
prove
onersquoslife
5
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Theo
ries
ofSocial
Influ
ence
(Group
sObe
dien
ce
Conformity
Individu
alism
Collectivismetc)
Group
Commun
ication
Group
Commun
ication
Group
Commun
ication ‐
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Thinking
Critically
abou
tIndividu
alism
ampCo
llectivism
Observatio
nof
agrou
pon
campu
s(SUGA)for
grou
pcommun
icationstyle
(Locationstim
esof
grou
pmeetin
gs‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
Spectrum
Club
repto
speakto
class(Clubprom
otes
awaren
essof
diversity
sensitivityandvisibilityof
the
gaylesbianbisexualand
transgen
dercommun
ityat
MCC
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
ASA
(African
Stud
ent
Assoc)C
lubLatin
osUnido
sClub
InternationalClubreps
tocome
toclassandpresen
tpanel
discussion
QampAon
howbe
ing
raised
inacollectivistsociety
differed
from
theircurren
texpe
rien
cehe
reinUS
6
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
TheSelf(Self
Concep
tSelfEsteem
SelfEfficacy)
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
SelfIm
agevs
IdealSelf
Activity
SelfExploration
Assignm
ent
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
SelfIm
agevs
IdealSelfA
ctivity
Person
alCo
unselingcouldco‐
developlesson
discussionon
improvingim
pactof
selfconcep
tandselfesteem
Motivation
Locusof
Controllearne
dop
timism
helplessne
ss
GoalSettin
gActivity
Locusof
ControlA
ctivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Goalsettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Handling
Prob
lems
Activity
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
GoalSettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Handling
Prob
lemsActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
Maslowrsquos
Hierarchy
ofNeeds
activity
Center
forCo
mmun
ityEn
gagemen
tcou
ldbe
invitedto
classto
lead
adiscussion
onthesebe
haviorsandtheireffect
onon
ersquoshe
althw
ell‐b
eing
Classcouldthen
bull
visita
shelterto
observediscuss
bullinterviewaveteran ‐w
arrsquos
impact
bullvisitn
ursing
homes
toob
servediscuss
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
With
Health
Servicesdevelop
abrochu
reforselfim
provem
ent
ofthesebe
haviors
7
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
Explorations in Human BehaviorResource Guide for Infusing College Student Success Skills
Explorations in Human Behavior introduces the study of psychology integrating psychological research andtheories related to human behavior with learning strategies study skills and information on college resources tohelp students learn and sharpen the important skills that contribute to college success This course satisfies aTechnology or Environment or Health Intensive Value and a Behavioral Science Elective requirement
This course along with other Explorations courses at Middlesex Community College is a college level course forfirst semester students who were also placed into at least one developmental level English or math course Thelearning is experiential engaging students in hands‐on learning activities while helping them orient to theexpectations of college
As a part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention andEngagement this and all other developmental and gateway courses are being redesigned to incorporate thefollowing College Student Success Skills (CSSS) Critical Thinking Collaboration Communication Organizationand Self Assessment The course materials and activities will focus on helping students to develop the key skillsof communication critical thinking collaboration organization and self‐reflection Students will have anopportunity to think more explicitly about these skills apply them while learning about and engaging withtheories and concepts of psychology and human behavior and then demonstrate how they have improved theircommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following skill descriptions
bull Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
bull Communication skills can include the ability to write speak use numbers andor use technology effectivelybull Collaboration includes participating as a member of a community either as part of a group of students in
the class andor a group of people outside of the classroombull Organization skills related to time management note‐taking test‐taking and studying are important for
success in collegebull Self‐assessment skills include setting academic and career goals developing and following a plan to achieve those
goals and utilizing college resources to help students achieve their goals
This resource guide was designed by four faculty members currently teaching the course to share with each andoffer to other faculty teaching the course activities that can help students develop the essential CSSS We hopethat these activities which can and should be modified as appropriate spark ideas for other activities We haveorganized the guide as follows
bull A Table of Contents for the Curriculum Guide
bull A TopicSkills Matrix classifies learning activities by both course topic and CSSSo There are a number of general learning activities andor pedagogies that lend themselves to being
used throughout the course regardless of topic these are listed at the beginning of the matrixo We have also included in the matrix a column with ideas for further experiential learning for
students ndash eg mini civic engagement projects and field trips ndash and the names of departments andareas in Student Affairs that would be likely collaborators We plan to try several of these ideasourselves this semester and encourage you to do the same Research on retention in highereducation tells us that the degree to which students are engaged in activitiesgroupsservices at acollege has a direct and positive impact on their likelihood of remaining in college and graduating
2
bull Lesson Plans for the activities including samples of handouts as appropriate Lesson plans include the nameof the faculty member who developeduses the lessonactivity If you have any questions related to aparticular lesson please contact that faculty member via email (see below) ndash they will be happy to answeryour questions
bull Fall 09 syllabi for Explorations in Human Behavior (belonging to the faculty who developed this guide) toprovide ideas for how the integration of many of these CSSS activities can be woven into a course CSSSactivities are asterisked () in these syllabi for ease of identification
bull A survey students will take at the beginning and end of the semester to assess the impact of the integrationof these CSSS learning activities into the course
We hope you find this guide useful we all enjoyed collaborating to develop it and our attached syllabi reflectthe integration of several of each othersrsquo ideas into our own course Donrsquot forget ndash contact us if you have anyquestions regarding any of these activities
Happy teaching
TeamMembers
Leslie Adams‐Lariviere Adjunct Faculty (ladamslarivierecomcastnet)Wayne Currie Adjunct Faculty (curriewmiddlesexmassedu)Deanna Lima Adjunct Faculty (deannalimacomcastnet)Elise Martin Assistant Dean of Assessment and Adjunct Faculty (martinemiddlesexmassedu)
3
Explorations
inHum
anBe
havior
ndashTitleIII
CURR
ICULU
MRE
DESIGN
TOPICS
SKILLS
MATR
IX
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Gen
erallearning
activities
that
canbe
used
througho
utthe
course
ndashareno
tun
ique
toaspecific
course
topic
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Time
Managem
ent
Calend
arActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Note‐Taking
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Stud
entP
ortfolios
RubricsforSelf
Assessm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
SelfExploration
Assignm
ent
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
grou
pdiscussion
s‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
Fishbo
wlD
iscussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
Test
Que
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n(w
ritten
num
eracy)
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Concep
tMapping
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n
4
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Theo
ries
ofPe
rson
ality
Develop
men
t
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Theo
ries
ofPe
rson
ality
Project
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erative
Learning
for
Person
ality
Theo
ries
Theo
ries
ofPe
rson
ality
Project(oral
techno
logyw
ritten
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erativeLearning
forPe
rson
ality
Theo
ries
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Researching
controversialissue
s(In
foLit)
Theo
ries
ofPe
rson
ality
Project
Person
alcoun
selorcouldvisit
classandde
scribe
howhe
run
derstand
ingof
person
ality
theo
ries
ofde
velopm
ent
impacted
herprofession
altraining
andor
howhe
rwork
with
clientsndashhe
rrecommen
datio
nsforusing
onersquosun
derstand
ingof
onersquos
ownde
velopm
enttoim
prove
onersquoslife
5
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Theo
ries
ofSocial
Influ
ence
(Group
sObe
dien
ce
Conformity
Individu
alism
Collectivismetc)
Group
Commun
ication
Group
Commun
ication
Group
Commun
ication ‐
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Thinking
Critically
abou
tIndividu
alism
ampCo
llectivism
Observatio
nof
agrou
pon
campu
s(SUGA)for
grou
pcommun
icationstyle
(Locationstim
esof
grou
pmeetin
gs‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
Spectrum
Club
repto
speakto
class(Clubprom
otes
awaren
essof
diversity
sensitivityandvisibilityof
the
gaylesbianbisexualand
transgen
dercommun
ityat
MCC
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
ASA
(African
Stud
ent
Assoc)C
lubLatin
osUnido
sClub
InternationalClubreps
tocome
toclassandpresen
tpanel
discussion
QampAon
howbe
ing
raised
inacollectivistsociety
differed
from
theircurren
texpe
rien
cehe
reinUS
6
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
TheSelf(Self
Concep
tSelfEsteem
SelfEfficacy)
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
SelfIm
agevs
IdealSelf
Activity
SelfExploration
Assignm
ent
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
SelfIm
agevs
IdealSelfA
ctivity
Person
alCo
unselingcouldco‐
developlesson
discussionon
improvingim
pactof
selfconcep
tandselfesteem
Motivation
Locusof
Controllearne
dop
timism
helplessne
ss
GoalSettin
gActivity
Locusof
ControlA
ctivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Goalsettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Handling
Prob
lems
Activity
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
GoalSettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Handling
Prob
lemsActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
Maslowrsquos
Hierarchy
ofNeeds
activity
Center
forCo
mmun
ityEn
gagemen
tcou
ldbe
invitedto
classto
lead
adiscussion
onthesebe
haviorsandtheireffect
onon
ersquoshe
althw
ell‐b
eing
Classcouldthen
bull
visita
shelterto
observediscuss
bullinterviewaveteran ‐w
arrsquos
impact
bullvisitn
ursing
homes
toob
servediscuss
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
With
Health
Servicesdevelop
abrochu
reforselfim
provem
ent
ofthesebe
haviors
7
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
bull Lesson Plans for the activities including samples of handouts as appropriate Lesson plans include the nameof the faculty member who developeduses the lessonactivity If you have any questions related to aparticular lesson please contact that faculty member via email (see below) ndash they will be happy to answeryour questions
bull Fall 09 syllabi for Explorations in Human Behavior (belonging to the faculty who developed this guide) toprovide ideas for how the integration of many of these CSSS activities can be woven into a course CSSSactivities are asterisked () in these syllabi for ease of identification
bull A survey students will take at the beginning and end of the semester to assess the impact of the integrationof these CSSS learning activities into the course
We hope you find this guide useful we all enjoyed collaborating to develop it and our attached syllabi reflectthe integration of several of each othersrsquo ideas into our own course Donrsquot forget ndash contact us if you have anyquestions regarding any of these activities
Happy teaching
TeamMembers
Leslie Adams‐Lariviere Adjunct Faculty (ladamslarivierecomcastnet)Wayne Currie Adjunct Faculty (curriewmiddlesexmassedu)Deanna Lima Adjunct Faculty (deannalimacomcastnet)Elise Martin Assistant Dean of Assessment and Adjunct Faculty (martinemiddlesexmassedu)
3
Explorations
inHum
anBe
havior
ndashTitleIII
CURR
ICULU
MRE
DESIGN
TOPICS
SKILLS
MATR
IX
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Gen
erallearning
activities
that
canbe
used
througho
utthe
course
ndashareno
tun
ique
toaspecific
course
topic
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Time
Managem
ent
Calend
arActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Note‐Taking
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Stud
entP
ortfolios
RubricsforSelf
Assessm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
SelfExploration
Assignm
ent
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
grou
pdiscussion
s‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
Fishbo
wlD
iscussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
Test
Que
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n(w
ritten
num
eracy)
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Concep
tMapping
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n
4
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Theo
ries
ofPe
rson
ality
Develop
men
t
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Theo
ries
ofPe
rson
ality
Project
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erative
Learning
for
Person
ality
Theo
ries
Theo
ries
ofPe
rson
ality
Project(oral
techno
logyw
ritten
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erativeLearning
forPe
rson
ality
Theo
ries
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Researching
controversialissue
s(In
foLit)
Theo
ries
ofPe
rson
ality
Project
Person
alcoun
selorcouldvisit
classandde
scribe
howhe
run
derstand
ingof
person
ality
theo
ries
ofde
velopm
ent
impacted
herprofession
altraining
andor
howhe
rwork
with
clientsndashhe
rrecommen
datio
nsforusing
onersquosun
derstand
ingof
onersquos
ownde
velopm
enttoim
prove
onersquoslife
5
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Theo
ries
ofSocial
Influ
ence
(Group
sObe
dien
ce
Conformity
Individu
alism
Collectivismetc)
Group
Commun
ication
Group
Commun
ication
Group
Commun
ication ‐
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Thinking
Critically
abou
tIndividu
alism
ampCo
llectivism
Observatio
nof
agrou
pon
campu
s(SUGA)for
grou
pcommun
icationstyle
(Locationstim
esof
grou
pmeetin
gs‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
Spectrum
Club
repto
speakto
class(Clubprom
otes
awaren
essof
diversity
sensitivityandvisibilityof
the
gaylesbianbisexualand
transgen
dercommun
ityat
MCC
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
ASA
(African
Stud
ent
Assoc)C
lubLatin
osUnido
sClub
InternationalClubreps
tocome
toclassandpresen
tpanel
discussion
QampAon
howbe
ing
raised
inacollectivistsociety
differed
from
theircurren
texpe
rien
cehe
reinUS
6
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
TheSelf(Self
Concep
tSelfEsteem
SelfEfficacy)
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
SelfIm
agevs
IdealSelf
Activity
SelfExploration
Assignm
ent
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
SelfIm
agevs
IdealSelfA
ctivity
Person
alCo
unselingcouldco‐
developlesson
discussionon
improvingim
pactof
selfconcep
tandselfesteem
Motivation
Locusof
Controllearne
dop
timism
helplessne
ss
GoalSettin
gActivity
Locusof
ControlA
ctivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Goalsettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Handling
Prob
lems
Activity
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
GoalSettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Handling
Prob
lemsActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
Maslowrsquos
Hierarchy
ofNeeds
activity
Center
forCo
mmun
ityEn
gagemen
tcou
ldbe
invitedto
classto
lead
adiscussion
onthesebe
haviorsandtheireffect
onon
ersquoshe
althw
ell‐b
eing
Classcouldthen
bull
visita
shelterto
observediscuss
bullinterviewaveteran ‐w
arrsquos
impact
bullvisitn
ursing
homes
toob
servediscuss
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
With
Health
Servicesdevelop
abrochu
reforselfim
provem
ent
ofthesebe
haviors
7
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
Explorations
inHum
anBe
havior
ndashTitleIII
CURR
ICULU
MRE
DESIGN
TOPICS
SKILLS
MATR
IX
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Gen
erallearning
activities
that
canbe
used
througho
utthe
course
ndashareno
tun
ique
toaspecific
course
topic
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Time
Managem
ent
Calend
arActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Note‐Taking
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Stud
entP
ortfolios
RubricsforSelf
Assessm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
SelfExploration
Assignm
ent
Team‐Based
Learning
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
grou
pdiscussion
s‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
Fishbo
wlD
iscussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Learning
Styles
Group
Discussions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Journaling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Stud
entsCreate
Test
Que
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
UnitN
otes
Outline
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n(w
ritten
num
eracy)
Stud
entsCreate
TestQue
stions
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Research
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Concep
tMapping
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Deb
ates
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
ClassSurvey
Data
Interpretatio
n
4
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Theo
ries
ofPe
rson
ality
Develop
men
t
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Theo
ries
ofPe
rson
ality
Project
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erative
Learning
for
Person
ality
Theo
ries
Theo
ries
ofPe
rson
ality
Project(oral
techno
logyw
ritten
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erativeLearning
forPe
rson
ality
Theo
ries
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Researching
controversialissue
s(In
foLit)
Theo
ries
ofPe
rson
ality
Project
Person
alcoun
selorcouldvisit
classandde
scribe
howhe
run
derstand
ingof
person
ality
theo
ries
ofde
velopm
ent
impacted
herprofession
altraining
andor
howhe
rwork
with
clientsndashhe
rrecommen
datio
nsforusing
onersquosun
derstand
ingof
onersquos
ownde
velopm
enttoim
prove
onersquoslife
5
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Theo
ries
ofSocial
Influ
ence
(Group
sObe
dien
ce
Conformity
Individu
alism
Collectivismetc)
Group
Commun
ication
Group
Commun
ication
Group
Commun
ication ‐
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Thinking
Critically
abou
tIndividu
alism
ampCo
llectivism
Observatio
nof
agrou
pon
campu
s(SUGA)for
grou
pcommun
icationstyle
(Locationstim
esof
grou
pmeetin
gs‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
Spectrum
Club
repto
speakto
class(Clubprom
otes
awaren
essof
diversity
sensitivityandvisibilityof
the
gaylesbianbisexualand
transgen
dercommun
ityat
MCC
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
ASA
(African
Stud
ent
Assoc)C
lubLatin
osUnido
sClub
InternationalClubreps
tocome
toclassandpresen
tpanel
discussion
QampAon
howbe
ing
raised
inacollectivistsociety
differed
from
theircurren
texpe
rien
cehe
reinUS
6
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
TheSelf(Self
Concep
tSelfEsteem
SelfEfficacy)
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
SelfIm
agevs
IdealSelf
Activity
SelfExploration
Assignm
ent
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
SelfIm
agevs
IdealSelfA
ctivity
Person
alCo
unselingcouldco‐
developlesson
discussionon
improvingim
pactof
selfconcep
tandselfesteem
Motivation
Locusof
Controllearne
dop
timism
helplessne
ss
GoalSettin
gActivity
Locusof
ControlA
ctivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Goalsettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Handling
Prob
lems
Activity
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
GoalSettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Handling
Prob
lemsActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
Maslowrsquos
Hierarchy
ofNeeds
activity
Center
forCo
mmun
ityEn
gagemen
tcou
ldbe
invitedto
classto
lead
adiscussion
onthesebe
haviorsandtheireffect
onon
ersquoshe
althw
ell‐b
eing
Classcouldthen
bull
visita
shelterto
observediscuss
bullinterviewaveteran ‐w
arrsquos
impact
bullvisitn
ursing
homes
toob
servediscuss
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
With
Health
Servicesdevelop
abrochu
reforselfim
provem
ent
ofthesebe
haviors
7
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
ent
learning
Theo
ries
ofPe
rson
ality
Develop
men
t
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Theo
ries
ofPe
rson
ality
Project
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erative
Learning
for
Person
ality
Theo
ries
Theo
ries
ofPe
rson
ality
Project(oral
techno
logyw
ritten
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Coop
erativeLearning
forPe
rson
ality
Theo
ries
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
IAm
Exercises
(Personality)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Researching
controversialissue
s(In
foLit)
Theo
ries
ofPe
rson
ality
Project
Person
alcoun
selorcouldvisit
classandde
scribe
howhe
run
derstand
ingof
person
ality
theo
ries
ofde
velopm
ent
impacted
herprofession
altraining
andor
howhe
rwork
with
clientsndashhe
rrecommen
datio
nsforusing
onersquosun
derstand
ingof
onersquos
ownde
velopm
enttoim
prove
onersquoslife
5
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Theo
ries
ofSocial
Influ
ence
(Group
sObe
dien
ce
Conformity
Individu
alism
Collectivismetc)
Group
Commun
ication
Group
Commun
ication
Group
Commun
ication ‐
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Thinking
Critically
abou
tIndividu
alism
ampCo
llectivism
Observatio
nof
agrou
pon
campu
s(SUGA)for
grou
pcommun
icationstyle
(Locationstim
esof
grou
pmeetin
gs‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
Spectrum
Club
repto
speakto
class(Clubprom
otes
awaren
essof
diversity
sensitivityandvisibilityof
the
gaylesbianbisexualand
transgen
dercommun
ityat
MCC
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
ASA
(African
Stud
ent
Assoc)C
lubLatin
osUnido
sClub
InternationalClubreps
tocome
toclassandpresen
tpanel
discussion
QampAon
howbe
ing
raised
inacollectivistsociety
differed
from
theircurren
texpe
rien
cehe
reinUS
6
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
TheSelf(Self
Concep
tSelfEsteem
SelfEfficacy)
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
SelfIm
agevs
IdealSelf
Activity
SelfExploration
Assignm
ent
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
SelfIm
agevs
IdealSelfA
ctivity
Person
alCo
unselingcouldco‐
developlesson
discussionon
improvingim
pactof
selfconcep
tandselfesteem
Motivation
Locusof
Controllearne
dop
timism
helplessne
ss
GoalSettin
gActivity
Locusof
ControlA
ctivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Goalsettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Handling
Prob
lems
Activity
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
GoalSettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Handling
Prob
lemsActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
Maslowrsquos
Hierarchy
ofNeeds
activity
Center
forCo
mmun
ityEn
gagemen
tcou
ldbe
invitedto
classto
lead
adiscussion
onthesebe
haviorsandtheireffect
onon
ersquoshe
althw
ell‐b
eing
Classcouldthen
bull
visita
shelterto
observediscuss
bullinterviewaveteran ‐w
arrsquos
impact
bullvisitn
ursing
homes
toob
servediscuss
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
With
Health
Servicesdevelop
abrochu
reforselfim
provem
ent
ofthesebe
haviors
7
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Theo
ries
ofSocial
Influ
ence
(Group
sObe
dien
ce
Conformity
Individu
alism
Collectivismetc)
Group
Commun
ication
Group
Commun
ication
Group
Commun
ication ‐
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Thinking
Critically
abou
tIndividu
alism
ampCo
llectivism
Observatio
nof
agrou
pon
campu
s(SUGA)for
grou
pcommun
icationstyle
(Locationstim
esof
grou
pmeetin
gs‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
Spectrum
Club
repto
speakto
class(Clubprom
otes
awaren
essof
diversity
sensitivityandvisibilityof
the
gaylesbianbisexualand
transgen
dercommun
ityat
MCC
)‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
ASA
(African
Stud
ent
Assoc)C
lubLatin
osUnido
sClub
InternationalClubreps
tocome
toclassandpresen
tpanel
discussion
QampAon
howbe
ing
raised
inacollectivistsociety
differed
from
theircurren
texpe
rien
cehe
reinUS
6
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
TheSelf(Self
Concep
tSelfEsteem
SelfEfficacy)
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
SelfIm
agevs
IdealSelf
Activity
SelfExploration
Assignm
ent
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
SelfIm
agevs
IdealSelfA
ctivity
Person
alCo
unselingcouldco‐
developlesson
discussionon
improvingim
pactof
selfconcep
tandselfesteem
Motivation
Locusof
Controllearne
dop
timism
helplessne
ss
GoalSettin
gActivity
Locusof
ControlA
ctivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Goalsettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Handling
Prob
lems
Activity
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
GoalSettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Handling
Prob
lemsActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
Maslowrsquos
Hierarchy
ofNeeds
activity
Center
forCo
mmun
ityEn
gagemen
tcou
ldbe
invitedto
classto
lead
adiscussion
onthesebe
haviorsandtheireffect
onon
ersquoshe
althw
ell‐b
eing
Classcouldthen
bull
visita
shelterto
observediscuss
bullinterviewaveteran ‐w
arrsquos
impact
bullvisitn
ursing
homes
toob
servediscuss
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
With
Health
Servicesdevelop
abrochu
reforselfim
provem
ent
ofthesebe
haviors
7
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
TheSelf(Self
Concep
tSelfEsteem
SelfEfficacy)
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
SelfIm
agevs
IdealSelf
Activity
SelfExploration
Assignm
ent
SelfExploration
Assignm
ent
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
SelfIm
agevs
IdealSelfA
ctivity
Person
alCo
unselingcouldco‐
developlesson
discussionon
improvingim
pactof
selfconcep
tandselfesteem
Motivation
Locusof
Controllearne
dop
timism
helplessne
ss
GoalSettin
gActivity
Locusof
ControlA
ctivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Goalsettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐
Handling
Prob
lems
Activity
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
MaslowrsquosHierarchy
ofNeeds
activity
Locusof
Control
Activity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
GoalSettin
gActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Handling
Prob
lemsActivity
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐
Motivationand
Maslowrsquos
Hierarchy
ofNeeds
activity
Center
forCo
mmun
ityEn
gagemen
tcou
ldbe
invitedto
classto
lead
adiscussion
onthesebe
haviorsandtheireffect
onon
ersquoshe
althw
ell‐b
eing
Classcouldthen
bull
visita
shelterto
observediscuss
bullinterviewaveteran ‐w
arrsquos
impact
bullvisitn
ursing
homes
toob
servediscuss
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
With
Health
Servicesdevelop
abrochu
reforselfim
provem
ent
ofthesebe
haviors
7
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
Stress
(includ
eshe
alth
andwellness)
Relaxatio
nTechniqu
es‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Social
Readjustmen
tRa
tingScale
Health
yLifestylefor
aCo
llege
Stud
ent
SocialRe
adjustmen
tRa
tingScale
Social
Readjustmen
tRa
tingScale
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
SelfExploration
Assignm
ent
Person
alCo
unseling
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
FitnessCe
nter
director
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
AWARE
Club
(Associatio
nfor
WellnessandRe
latedEducation)
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Health
Services
(con
testto
design
pamph
letbrochu
reas
partof
aHealth
Services
initiative
Career
Develop
men
tCa
reer
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
Assignm
ent
Career
coun
selors
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Use
ofFocus2
software
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐
Invite
peop
lefrom
differen
tareasof
thecollege
(egadm
in
financelegalbusinessfacilities
sciencemathetc)totake
career
aptitud
einventorytest
compare
results
totheircurren
tpo
sitio
ndiscusswclass
8
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
Core
Stud
entS
uccess
Skills
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
PSY1
00Co
urse
Topics
Organ
ization
Self‐Re
flection
Collabo
ration
Commun
ication
CriticalTh
inking
Expe
rien
tialactivities
incollabo
ration
with
Stud
entS
uppo
rtServices
that
coulden
hancestud
entlearning
How
Psycho
logists
Develop
Theo
ries
ofHum
anBe
havior
Evaluatin
gInform
ation(In
foLit)
ClassSurvey
Data
Interpretatio
n(w
ritin
gnu
meracy)
ClassSurvey
Data
Interpretatio
n
SexualityRe
lation
shi
psLove
and
Commitm
ent
Activity
Love
and
Commitm
ent
Activity
(oral)
Love
and
Commitm
ent
Activity
Invite
Spectrum
(awaren
essof
sexualdiversity
)Clubrepto
speakto
class
Men
talH
ealth
issuestreatmen
tThou
ghtsPerce
ptions
ofMen
talH
ealth
Issues
Refin
ingaTopic
Person
alCo
unselors
Emotiona
lIntelligence
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
EQTest
EQTest
‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐
Handling
Prob
lems
9
LessonActivity Title Unit Notes Outline (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to organize information from their readings class lectures and classactivities around key concepts for each unit This will help them to learn how to read purposefully andoutlinehighlight for meaning rather than indiscriminately
Core Student Success Skills Organization
Context within the Course I use this learning activity at the beginning of most units in the course
Materials At the beginning of the semester I provide students with an outline of major unit topics subtopicsand some details to work with as they take notes from readings lectures and discussionsactivities As we movefurther into the semester the outline I provide them becomes more skeletal w much less detail and fewersubtopics included requiring them to make decisions about what subtopics and detail to include in their notesas they relate to the major topics
Procedure I provide students with a unit outlineorganizer for each unit beginning with an outline of thesyllabus The outline provides the major topics and subtopics of the unit Students use this outline as anorganizer for their unit notes from both their readings and my lectures They also use these outlines as a guideto their reading They are not used to the volume of reading required in college so I tell them that as they arereading a section in their textbook as part of the assigned reading be thinking about if and how it fits w thetopics I have identified in the Unit Notes Outline If it doesnrsquot fit they can still read it esp if they find itinteresting but itrsquos not something they are going to need to be able to apply in the readiness‐assessment quiz orthe unit summary activity I tell them to keep asking themselves that question as they do their requiredreading ndash how does this section relate to our larger purpose in this unit The notes they take are the onlyresource they are allowed to use during readiness‐assessment quizzes which motivates them to take goodnotes I believe that providing them w the outline rather than just telling them to take notes helps them torelate pieces of information from their reading and my lectures to the major topics of the unit rather thanjotting down little factoids in isolation of any context I collect and grade their notes three times during thesemester ndash for the first unit (not the syllabus ldquounitrdquo) so that I can provide them feedback on their notes andthen two more times (I do not tell them in advance for which units this will happen) (see Notes Collectionrubric)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR UNIT NOTES OUTLINE
bull You added to the unit outline with notes from your reading (text and handouts)bull You added to the unit outline with notes from class lectures and discussionsbull Your notes were organized by the headings provided within the unit outline to make it easier for you to
study thembull Your notes were thorough including explanations of key unit concepts and terminology
10
LessonActivity Title Students Create Test Questions (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of test preparation
Core Student Success Skills Organization
Context within the Course This learning activity illustrates the benefit of adequate test preparation
Materials None
Procedure Instructions for Students
Prior to the administration of a test have students work in small groups to develop questions to be used on thetest Divide the material so that each group has a different sectionmodule to work on Select the number ofquestions each group is to develop based on time allowance and your preferred test length Tell students thatthe product of their work will be their study guidereview for the test and that you will use their questions ifthey develop appropriate questions
Instruct students to carefully review the section they were assigned and to develop questions for the test thatreflect the relative importance of the material Groups should also generate the answers to the questions theydevelop and submit one copy of the groupsrsquo questions and answers to you Upon completion groups will posttheir questions and answers on the board for the class to review and discuss This provides an opportunity toimprove upon questions and answers with feedback from not only the instructor but also the whole class
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit questions that reflect their understanding of how to distinguish the relative importance ofmaterial Additionally studentsrsquo test scores will reflect their increased level of preparedness for the test
Possible Next Steps andor Optional Activities
This assignment can be used with team‐based learning This assignment can also be integrated into not‐takingdiscussionslessons as it helps to reinforce the need to be selective when taking notes and condensing ideas
11
LessonActivity Title CalendarTime Management Activity (contact Deanna Lima for more information)
Topic Supported Time Management
Learning Objectives To learn how to use a planner to implement time managementtechniques
Core Student Success Skills Organization
Context within the Course This learning activity introduces students to the idea that onersquos time must beplanned in order to accommodate all of lifersquos demands
Materials Printed calendars studentsrsquo syllabi
Procedure and instructions for StudentsFirst day of classy Introduce the topic of time‐management and how it contributes to academic and personal successy Instruct students to bring their syllabi and a general idea of their personal responsibilitiescommitments
to the next class meeting
Second day of classy Distribute blank monthly calendars that cover the semester You can print simple clear calendars from
your word processor or create them at this site httpwwwmyfreecalendarmakercomy Have the students work in small groups to transcribe assignment due dates from the class syllabus to
their calendar If time permits allow students to document due dates from other classes as welly Either in class or for homework have the students fill in all other responsibilities and commitments like
work sports family socializing concerts parties holidays etcy When calendars are complete take time to have students look at the days preceding a test or
assignment and have them realistically determine when they should begin preparation for theassignment and then write that in the calendar
Throughout the semestery Return to the calendars periodically to reviewupdate as needed Allow for discussion around what
hashas not worked Strategize improvement with students
End of the semestery The calendar should be included in the students portfolio (if assigned) along with a short reflection of
how the exercise helped the student A handout can be used with questions aimed at getting studentsthinking about the process and its impact
12
Notesy Much of this can be done in a small group settingy This can be a credit assignment extra credit assignment or enrichment assignmenty I have never encountered a student who already used their own time‐management system but in that
case I would allow the student to use their own system (planner etc) if it were clear that it was of useand well utilized
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through fewerincidences of poor performance due to lack of preparation and latemissing assignments
Possible Next Steps andor Optional Activities
Encourage students to utilize this time‐management tool on a long‐term basis Discuss ways to customize theapproach based on learning style and personal preference
13
LessonActivity Title Learning Style Group Discussion (contact Wayne Currie for more information)
Topic Supported All
Learning Objectives Students will identify their personal strength in learning Students will have anunderstanding of the different types of learning styles
Core Student Success Skills Organization Collaboration Communication (oral) Self Reflection
Context within the Course This learning activity introduces students to the various types of learning stylesStudents will be able to identify and understand their learning style
MaterialsHandouts
o Interview Sheetso Vark Learning Style Inventoryo Understanding and Identifying learning styleso What are Learning Styles
ProcedurePlace students into groups of two Handout Interview Sheets
Each person will interview another person about a hobby or activity that they enjoy doing The interviewers jobis to ask the questions and record the answers on the interview sheet After 5 minutes the interviewer becomesthe interviewee with a different partner After 5 minutes students share their responses with yet anotherclassmate Once this discussion is over the students share their responses with the class
Class Discussion Questionsbull Which of your past classes would you describe as your favoritebull What hobbies were describedbull What approaches did people use to get started on their hobbiesactivitybull What did they do when they wanted to learn morebull What differences did you note between the answers to the hobby questions and the learning questionsbull What other key points about learning came upbull What similarities do you see in the ways group members like to learnbull How do they differbull What roles does the instructor play in thisbull When you were thinking about learning did you start at a different place than when you were
thinking about a hobbybull Are there other ways you like to learn
Handout Vark Learning Style InventoryHave student complete and tally their scores
14
DiscussionsDid your VARK score surprise youDid you know what type of learner you were before taking this testHow do you use this information to your benefit
Handout Understanding and Identifying learning styles
Ask one of the auditory learners to read the description of the auditory style When heshe is finished askldquoDoes this seem to be true for you Do the rest of you auditory learners agree with thisrdquo
Ask one of the visual learners to read the description of the visual style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you visual learners agree with thisrdquo
Ask one of the tactile learners to read the description of the tactile style When heshe is finished ask
ldquoDoes this seem to be true for you Do the rest of you tactile learners agree with this
In groups of four (4)a Discuss how would you use the model to your benefitb Discuss some of ways to use this information to learn betterc Report back to the class the group findings
Instructions for Students See abovehellip
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
A month later have students discuss in groups how their learning has changed now that they know theirlearning styles
15
LessonActivity Title Note‐taking (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To improve studentsrsquo note‐taking skills
Core Student Success Skills Organization
Context within the Course This learning activity reinforces the importance of good note‐taking skillsfor student success
Materials Notebookbinder of studentsrsquo choice
Procedure and instructions for StudentsDuring the first class meetings engage students in a discussion on note‐taking styles ask for explanations of theircurrent not‐taking style Follow with a discussion of how one determines what should be included in notes
Have students work in small groups to take notes on a specific portion of the text In a large group discuss thestrategy that each group used and highlight the factors involved in taking good notes (instructor will have tosupplement studentsrsquo ideas)
Instruct students to use this knowledge as they take notes for the next class At the next class meeting reviewstudents notes asking them to compare styles and content Distribute your own set of notes so that studentscan compare theirs to yours (works well in a small group setting) Engage students in a discussion around howtheir notes differed from the instructors
Repeat this activity if necessary
Provide students with your notes to compare with their notes to provide them with an outline to use for thenext class This outline should provide the structure for notes and some prompts for content Discuss howstudents utilized it during the next class then distribute another outline to take notes on the next readingassignment Each subsequent outline should have less structure and fewer prompts
Do this activity until the first exam at which time students should be writing their own notes After the firstexam have students think about and discuss to what extent they felt their notes helped them prepare for theexam
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will demonstrate achievement of learning objective and core student success skills through higherlevels of preparedness for examinations
Possible Next Steps andor Optional ActivitiesThis activity can also be a part of a student portfolio
16
LessonActivity Title Student Portfolio (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To reinforce the importance of reviewing material
Core Student Success Skills Organization
Context within the Course This learning activity demonstrates the importance of organization as acollege student
Materials Folder or binder
Procedure Instructions for Students
Instruct students to create a portfolio of their work as the semester progresses Students should retain allmaterials produced or handed out during the semester (text notes lecture notes hand‐outs tests quizzesgroup work etc) These materials should be organized in a logical manner that will ultimately assist the studentin reviewing material as needed (for tests final exam or other forms of assessment)
Throughout the semester when assignments are returned encourage students to correct the answers they gotwrong prior to including it in their portfolio At the end of the semester you can allow class time to reviewportfolios either as a whole class or in small groups you may also collect them and grade them based onthoroughness of content just be sure they are returned to students quickly enough to be used for final exampreparation
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students produce portfolios that have content that reflects the material covered in class
Possible Next Steps andor Optional Activities
Portfolios can also be used to organize material in research projectspapers
17
LessonActivity Title Rubrics for Self Assessment (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will accurately assess their own work prior to submitting it to instructor usingthe rubric or criteria given to them at the start of the assignment
Core Student Success Skills Self Assessment
Context within the Course I use rubrics with every assignment
Materials Rubrics I create for each assignment
Procedure I provide students with a rubric for each graded significant assessment within the course The rubricdescribes the grading criteria for the assignment and asks them to self‐assess their own work prior tosubmission Their submission of the completed rubric with the assignment is an expected component of theassignment ndash not optional not extra‐credit To encourage realistic self assessment I offer a ldquocarrotrdquo if the totalpoints they award themselves in their self assessment comes within x number of points of my assessment oftheir work (in other words if their self assessment demonstrates significant awareness of the strengths andweaknesses of their work) I award them the higher of the two scores To encourage thoughtful self‐assessmentI ask students to explain what about their work caused them to assign themselves a particular score for eachcriteria I do the same for them (provide rationale) for the first of a particular kind of assessment (eg the firstconcept map) not always for successive assessments of the same kind (See sample rubric below)
Instructions for StudentsSee above
18
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Sample RubricCriteria Your Self‐
AssessmentYour Rationale forYour Score
MyAssessment
My Rationale for Your Score
Identifies major conceptsas primary(worth 0‐2 points)Includes sub‐categoriesand examples of majorconcepts beyond what isprovided by instructor(worth 0‐2 points)Organizes all examplesand sub‐categoriesappropriately(worth 0‐2 points)Includes annotated linksthat explain relationshipsbetween items on map(worth 0‐2 points)Presented well (legibleneat use of color‐codingenhances understandingof map)(worth 0‐2 points)Self Assessment donethoughtfully(worth 0‐2 points)TOTALS
19
LessonActivity Title Journaling (contact Deanna Lima for more information)
Topic Supported All
Learning Objectives To emphasize the importance of reflection
Core Student Success Skills Self‐reflection Communication (written)
Context within the Course This learning activity reinforces the importance of reflection andunderstanding the material covered
Materials Notebook
Procedure Instructions for Students
Instruct students to write a journal entry for each moduleunit covered This journal entry should include thestudentsrsquo thoughts on the material not a rewriting of their notes Also encourage students to ask questions intheir journals or relate the material to personal experience
Students should submit their journals and receive feedback prior to the examination on the material covered
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit journal entries that reflect their understanding of the material Areas that requireclarification will be exposed through this process
Possible Next Steps andor Optional Activities
This assignment can be used in conjunction with the portfolio assignment
20
LessonActivity Title Team‐Based Learning (contact Elise Martin for more information)(note extensive description and supporting materials for Team‐Based Learning can be found athttpteambasedlearningapscubcca)
Topic Supported All
Learning Objectives Students will be able to work collaboratively with their classmates to produce academicwork that represents the best of all of their learning In doing so students will share and explain their ownknowledge with each other thus increasing both their own and their classmatesrsquo depth of understanding ofcourse topics Additionally students will both observe and develop important collaboration skills ndash such asactive listening leadership and flexibility Finally studentsrsquo motivation and engagement will increase as a resultof the responsibility they feel for their teammatesrsquo grades as well as their own
Core Student Success Skills Collaboration Self Reflection
Context within the Course I use this process at both the beginning and end of units1) for ldquoreadiness‐assessmentrdquo quizzes at the beginning of each unit to determine both to what extent
students have done their preliminary reading as well as to determine where areas of confusion exist(and so where I should focus further explanation) after introductory reading for each course topic ndashformative assessment information for me
2) For concept mapping of unit concepts at the end of several units in the course ndash a summativeassessment tool that replaces an exam
Materials TBL ldquoscratch ticketsrdquo (available from Phyllis Gleason x3729 email gleasonpmiddlesexmassedu orElise Martin x3729 email martinemiddlesexmassedu) Also I supply each individual w a rubric to assesstheir own and their teammatesrsquo contributions to the teamrsquos demonstration of their learning
Procedure I form teams of 5‐6 students during the first week of class using a survey and other information (iedate of registration for class age and other demographics) to help me create teams that are equally diverse innature Survey questions include1 Do you have a computer amp internet access at home2 Do you have trouble reading and understanding textbooks3 How long have you been out of high school4 Do you know how to create a PowerPoint presentation5 Do you like working in groups6 Do you have childcare issues that may prevent you from being in class at times7 Why did you register for this course
I create 10 question multiple choice quizzes for each new unit The questions on these quizzes require studentsto think at the KnowledgeRecall and Comprehension levels of Blooms Taxonomy only ‐ no higher levelthinking questions The rationale behind creating Recall and Comprehension questions for these quizzes is thatthese quizzes are taken by students after they have completed their required reading for a unit The questionsshould be answerable by students who have in fact completed that reading The questions should NOT requirestudents to analyze content information or apply concepts from the reading to new situations because theyhave not yet had the opportunity to process what they have read with their instructor and classmates I requirestudents to take notes on their reading and allow them to bring their notes to class to use for the quiz Myrationale for this is that my goal is to have them read and try to understand course content prior to coming toclass so that we can build upon this basic understanding in class and further their ability to think critically aboutand apply their understanding to new situations If they take and organize notes they are more likely tounderstand what they have read
21
Students come to class and take the quiz individually first numbering a sheet of paper from 1‐10 and writing thecorresponding letter for the answer they believe is correct for each question again using their notes They turntheir individual quiz in and when all students have finished their individual quizzes (I limit the amount of time towhat I believe to be reasonable ‐ I dont allow for students who are totally unfamiliar with the content to extendthis time for the rest of the class unless there is documentation of a learning disability) they move into theirteam seats with one TBL ldquoscratch ticketrdquo per team They bring the sheet with the quiz questions with themalong with their notes They now have the task of coming to consensus in answering each quiz question Whenthey have reached consensus they scratch the corresponding letter of the multiple choice question If they donot get the correct answer they ask if they can keep scratching to find the correct answer ‐ this suggests theycare about the correct answer I can tell if they got it right the first time by how many scratches are on the cardfor each question I only give the team credit for getting the correct answer the first time They score their ownquiz as a team ‐ there is a lot of competition between teams ‐ but the most amazing part of this process is that Iam sitting back correcting the individual multiple choice quizzes while the students are ARGUING about coursecontent on their own ‐ I have facilitated this activity but I am not an active participant in it ‐ they are the activeparticipants in their own learning I believe that they are learning more about this course content bydiscussingarguing with their classmates than by listening to me explain it to them ‐ the difference betweenactive and passive learning We learn 20 of what we hear but 50‐90 of what we doteach to others (datafrom study from NCREL Learning Laboratories)
After the teams have completed their team quiz they turn it in self‐graded and return to their individual seatsto complete their peer review evaluations of their own and their teammates contributions to the team quiz Ihave completed grading the individual quizzes by this time and the team quiz comes in to me graded so twothirds of the students grades are already determined The peer review evaluation constitutes the final third oftheir grade I provide them with individual criteria by which to evaluate their own and their teammatescontributionsbull Preparation (coming to the team quiz w notes)bull Knowledge (knowing many of the correct answers)bull Contribution (offering suggestions for answers and providing rationale for those suggested answers)bull Leadership (taking a leadership role in facilitating group discussion of and seeking group input to the
questions)bull Flexibility (being willing to listen to others and take their opinions seriously)
While they are completing their peer review evaluations I am looking over the team quizzes I make theassumption that students have a basic understanding of the content reflected in a question that their teamanswered correctly I focus the rest of the class (or the next class) on reviewing content reflected in thequestions that at least one team answered incorrectly This allows me to target my lecture or talking toinformation that is still unclear to students after their reading
I take the average of the scores that each team member receives including hisher own self‐assessment of theirrole on the team and use that score as the final third of their quiz grade The Peer Review Evaluation form alsoasks students to write down 2‐3 reasons that they assigned high scores to their peers and 2‐3 reasons that theyassigned low scores to their peers ‐ without mentioning any names At our next class meeting I pass out teamscore sheets that show for each team member individual scores team score and the average of the peerreview scores I also write on the board the constructive comments made for assigning high and low peerreview scores and tell the students that if they are not happy with the score given to them by their teammatesfor their contribution to the team quiz they should look at the comments on the board and think about howthey might use that information to improve their contribution to the next team quiz
22
In terms of time the individual quizzes take students about 20‐25 minutes the team quizzes take about 15‐20minutes (because they are that much more familiar with the questions and the content by this time) and thepeer evaluation takes about 5 minutes
I do this for every new unit in the course These ARE NOT my final assessments of student learning for each unit‐ that is why I call them quizzes Because they have now mastered a basic comprehension of the unit contentwe can move into more interesting activities and then a final summative activity (rarely a test more often apresentation concept map or paper) that shows me the degree to which they have learned to apply unitconcepts to try to solve problems
Instructions for StudentsSee above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See above
23
LessonActivity Title Class Survey Data Interpretations (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to analyze data obtained from class surveys for possibleinterpretations and limitations to those interpretations
Core Student Success Skills Critical Thinking Communication (written numeracy)
Context within the Course This learning activity can be used in any unit of the course where a survey is usedand data is collected
Materials survey (often taken from textbook)
Procedure I often introduce a new concept or unit by administering a survey on the topic to students in theclass If I have a computer in the classroom I tally up survey results on a spreadsheet right there separating bygender If no computer I take the data home with me and enter it into a spreadsheet which I make copies ofand bring to next class
Students are then given the data tabulated by gender for each survey item and for one item in the survey thatsurprises them or stands out as noteworthy unusual etc are asked to
1 Summarize the data ndash describe what it says with no interpretation2 Analyzeinterpret the data ndash what might this data suggest3 Offer a possible explanation or hypothesis for what this data may suggest4 Describe a limitation to this explanation ndash why it might not be a valid conclusion
Instructions for Students
See above
24
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Class Survey Data Interpretation Rubric
What Irsquom Looking For 0 1 2 Score and Your Explanation ofthat Score
You summarized the data ndash youwrote sentences that described thetotals for key questions ndash where thenumbers seem to make a statementby being quite high or quite low orsimilar to other questions
No summary Somesummary
Very goodsummary
You analyzed andor interpretedthe data ‐ you noted commonthemes within some of thequestions that had similar or quitedifferent results andor you lookedat similarities and differences inresponse between and amongdifferent groups
No analysisandorinterpretation
Someattempt atanalysisandorinterpretationof data formeaning
Very good attemptat analysis andorinterpretation ofdata for meaning
You offered possible explanationsor hypotheses for youranalysisinterpretation of the data
No hypothesis Someattempt toformulatehypothesis toexplain dataanalysisinter pretation
Very good attemptto formulatehypothesis toexplain dataanalysisinterpreta tion
You explained the limitations ofyour explanationhypothesis ndash whyit might not be a valid conclusion
Noexplanation
Someexplanation
Very goodexplanation
MechanicsFree of spelling amp grammaticalerrors
Several errors A few errors No errors
Used paragraphs appropriately
Noparagraphingeven thoughparagraphingwas needed
Someparagraphingasappropriate
Paragraphedappropriately
Self Assessed with this rubric Not doneAdequatelydone
Well done
TOTAL
25
LessonActivity Title Self Exploration Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported several (the self motivation stress)
Learning Objectives Applying what wersquove been readingdiscussing to real life Think critically and possibly makechanges to your life based on findings
Core Student Success Skills self reflection critical thinking organization communication (written)
Context within the Course This learning activity reinforces the concepts wersquove learned throughout thesemester It ideally would come at the end of the semester
Materials pencil paper various assignments throughout the semester from the text (Duffy) and in classactivities I have included the assignments that I use on the next page (including the ones from theDuffyAtwater text) but you would want to revise the list to make it relevant to your class
Procedure Throughout the semester students should complete the self‐reflective assignments in class and inthe text (Duffy) They write up 5 or so in detail and apply the findings to their lives
Instructions for Students
I Look at the list of potential self‐exploration assignmentsII Choose five that affected you in some way either you realized something about yourself or you felt that
they did not reflect what you think is true about yourselfIII Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are
further explained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
IV Spelling and grammar count Please make sure you have expressed yourself clearly (20 pts)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See point system above
26
Possible Next Steps andor Optional ActivitiesMore than 5 activities Do this for every single test
List of potential self‐exploration assignments
Page Description
Handout Learning Styles Inventory (Visual Auditory Kinesthetic)12 Do you take charge of your life20 How individualistic are you36 Eriksonrsquos stages of development (Where do you think you fall)50 Are you becoming more self‐actualized60 How much do you know about aging72 Will you be a healthy ager87 Self‐image and ideal self92 High and low self‐esteem96 Visualize the person yoursquod like to be100 Self‐affirming activitiesIn class test Emotional QuotientEmotional Intelligence (EQ)144 How much self‐control do you haveIn class test Locus of control238 What type of leader are you244 GroupthinkmdashHas it happened to you255 What skills do you possess327 Marital myths357 Whatrsquos your stress style360 How assertive are you386 Warning signs of suicide403 Taking a look at yourself410 Overcoming your fears412 Are you an awfulizer
27
LessonActivity Title Debates (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to orally demonstrate their ability to think critically and arguepersuasively about a course topicconcept
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity can be used in any unit of the course particularly where thereare conceptstopics that lend themselves to different opinions such as collectivismindividualismnaturenurture EQIQ
Materials none
Procedure I use the following procedure
How To Hold a Class DebateDebate any topic in your classroom using this class debate framework
Heres How1 Introduce debates by producing the rubric that you will be using to grade them2 At the beginning of the semester give students the topic(s) to be debated3 Have students give you an ordered list showing in which debates they prefer to participate in order of
preference4 From these lists make a debate group consisting of 2‐3 students for each side of your debate5 Before you hand the debate assignments out explain that some students might be debating positions
opposite to their beliefs This is an important skill for them to learn6 On the day of the debate give students in the audience a blank rubric Explain that it is their job to judge
the debate objectively7 Allow each side 5‐7 minutes of uninterrupted time to present their opening statement All members must
participate equally8 Give both sides about three minutes to confer and prepare for their rebuttal9 Allow each side about three minutes for their rebuttal All members must participate equally
Instructions for Students
See above
28
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
DEBATE RUBRIC
Opening Statement
Opening statement wellmade original convincing
and substantiated byreading researchinteresting sources ‐
3
Opening statement validoriginal perhaps could
have been bettersubstantiated but still
convincing ‐2
Opening statementdoesnt make sense
doesnt seem valid notsubstantiated‐
1
Rebuttal
Rebuttal convincing andsubstantiated by reading
research interesting sources‐3
Rebuttal valid could havebeen better substantiatedsomewhat convincing‐
2
Rebuttal doesnt make sensedoesnt seem valid not well‐
substantiated‐1
Summary Statement
Closing statement addressedissues raised in rebuttal
comprehensive convincingand substantiated ‐
3
Closing statement minimallyaddressed issues raised in
rebuttal somewhat convincingand substantiated ‐
2
Closing statement did notaddress issues raised in
rebuttal not convincing norsubstantiated‐
1
The winning teams will be the teams who receive the highest total point counts as graded by their classmates from theother debate and myself Finally as with all group projects students in each group will be asked to assess each otherscontribution to the group process using the Peer Evaluation Rubric and that point total will be added to each individualsscore
29
LessonActivity Title Fishbowl Discussions (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will develop increased familiarity and comfort with conducting public academicdiscourse on course concepts
Core Student Success Skills Communication (oral)
Context within the Course I use this learning activity multiple times during the course usually in place of anldquoopen to everyonerdquo discussion Fishbowl discussions are learning activities that help students develop deeperunderstanding of course topics and so take place within a unit after the readiness‐assessment quizzes andbefore any summative assessment for the unit
Materials none
Procedure During the semester we have several fishbowl discussions on course topics for which there are notldquocorrectrdquo answers but rather a wide range of opinions and room for interpretation Every student is required tobe ldquoin the fishbowlrdquo at least once students have the opportunity to go in the fishbowl more often if they choose(and if there is free space) for extra credit
4‐6 students sit in a circle in the room facing each other The rest of us sit outside of the circle I start thediscussion by asking them a question related to the reading ndash always a ldquowhyrdquo question Then I remove myselffrom the discussion ndash when fishbowl participants turn to respond to me I drop my eyes do not make eyecontact with them which helps them to move from answering my question in a dialog w me to discussing itwith their fellow fishbowlers The students in the fishbowl slowly start to take responsibility for the discussionas I refuse to engage with them or facilitate Their discussion with each other allows them to demonstrate theirunderstanding of their reading andor their questions about their reading in their conversation with each otherwithin the fishbowl Fishbowl students are encouraged to ask each other ldquowhyrdquo questions that help to clarifyareas of fuzziness for them Students outside of the fishbowl are also allowed to ask ldquowhyrdquo questions of thestudents in the fishbowl If the conversation starts to veer off‐topic I will step in and bring it back with anotherquestion Students in the fishbowl self‐assess after the fishbowl they are also evaluated and graded by theirpeers outside of the fishbowl and by me The criteria for being a ldquosuccessfulrdquo fishbowl participant requirestudents to demonstrate both an understanding of the course material and an ability to engage other studentsin discussion rather than participate in a series of monologues about what they know and think The size andfocus of the fishbowl gives everyone practice in being an active participant in a class discussion (see Fishbowlrubric)
Instructions for StudentsSee above
30
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
We use the following rubric Students outside of the fishbowl peer evaluate the fishbowlers I evaluate the fishbowlers and the fishbowlers self‐assess themselves all using the same rubric
What Irsquom Looking For Scorebull 2=Excellent done well
and frequentlybull 1=Good job did this at
least oncebull 0=Missed this
Score and Your Explanation of that Score
Student contributed a newperspective on the topic to thediscussion
Very good summary
Student explained how somethingshe read relates to the topic
Very good attempt at analysisandor interpretation of datafor meaning
Student contributed to this being adiscussion rather than amonologue by connecting hisheropinion to another opinionexpressed in the discussion bydescribing to what degree sheagrees or disagrees with it andwhy
Very good attempt toformulate hypothesis toexplain dataanalysisinterpretation
Student enriched the discussion andsupported hisher classmates byengaging other less vocal fishbowlpeers in the discussion
Very good explanation
TOTAL
31
LessonActivity Title Research Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported What psychologists do
Learning Objectives To understand that numbers are a fundamental part of psychology
Core Student Success Skills Critical thinking Communication (numeracy)
Context within the Course This learning activity introduces the field of psychology
Materials Research articles pencil paperArticle example Stanfel L E (1995) ldquoMeasuring the accuracy of student evaluations of teachingrdquo Journal ofInstructional Psychology 22(2) 117
Procedure Print out several copies of 2‐4 simple research articles Have the students get into groupsHave them read through the articles and come up with what the researchers were interested in and how theytested their theory In particular what data did they use This is best following a lecture about howpsychologists determine differences between groups and whether or not something has an effect
Instructions for Students List an interestquestion you have about why people act the way they do How couldyou study this What is one specific behavior that you could examine What data could you collect Whatevidence Examine the three research articles In what behaviors are they interested What data did they useWhy
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students should be able to identify a topic in which theyrsquore interested decide the behavior that they willspecifically focus on and determine how they will code this into a number
Possible Next Steps andor Optional Activities
They could then find their own articles and try to answer the questions again They could present their ideasorally The class as a whole could attempt to carry out one of the proposed experiments They could bring inarticles from the news recently that have to do with research
32
LessonActivity Title Concept Mapping (contact Elise Martin for more information)
Topic Supported All
Learning Objectives Students will be able to make connections among and between related course conceptsand provide examples of those concepts demonstrating their ability to apply psychological concepts to everydaylife
Core Student Success Skills Critical Thinking
Context within the Course I use this learning activity as a summary activity for several units in the course
Materials large pieces of newsprint or construction paper or poster boards markers
Procedure Near the end of the unit students are given a list of important concepts from the unit from whichthey are asked to create a concept map that includes at a minimum all of these terms graphically representingthe relationship between concepts appropriately (eg categorizing providing examples etc) The first time Iassign such a map in an introductory unit on time management I include all important concepts as well asexamples for most so essentially the studentrsquos task is to organize and represent relationships between theterms they are provided with ndash eg which are the primary topics which are subtopics which are examples etcFor successive concept map assignments I omit several key concepts subtopics examples and students areexpected to add to the map appropriately so that the map represents the major ideas of the unit relationshipsbetween them and provides examples (see rubric below)
In a team‐based learning structure students complete an individual concept map for homework which theyturn in when they come to class They then work with their team during class time to create a team conceptmap on large paper This team map is a compilation of the shared knowledge of the team members andtherefore always more comprehensive than any one individualrsquos map Students are graded on their individualmap their team map and their contributions to that team map as assessed by themselves and their teammates
Instructions for Students
(from syllabus) You will be asked to create three concept maps in this course in place of taking unit exams at theend of each unit A concept map is an illustration that you will create first as an individual and then as part of ateam that demonstrates your understanding of the psychological terms of the unit by showing their relationshipto each other Concept maps can be completed using your textbook and your notes Your individual conceptmap will be due at the beginning of class you will then spend the class period creating a team concept map thatall members of the team have discussed and agreed upon Here is an example of a concept map
33
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
RUBRIC FOR CONCEPT MAP
___ Identifies major concepts as primary___ Includes sub‐categories and examples of major concepts beyond what is provided by instructor___ Organizes all examples and sub‐categories appropriately___ Includes annotated links that explain relationships between items on map___ Presented well (legible neat use of color‐coding enhances understanding of map)
34
LessonActivity Title I am Exercises (Personality) (contact Wayne Currie for more information)
Topic Supported Theories of Personalities
Learning Objectives Students will understand what makes up onersquos personality
Core Student Success Skills Critical Thinking Communication (oral) Collaboration
Context within the Course This learning activity introduces students to the topic of personality and itsdevelopment
Materials Piece of paperHandout Type A and Type B Personality
Procedure
Students will complete 10 sentences each beginning with the phrase ldquoI amhelliphelliprdquo
Once the students complete this short exercise they must share their responses with someone else in the classIn small groups of four students they will discuss whether or not these responses summarize their personalityWhy or why not They must explain their responses
In the same groups students must now discuss what is meant by the following phrases
ldquoShe has a wonderful personalityrdquoldquoHe has no personalityrdquoldquoHe has personality plusrdquoldquoWe seem to have a personality conflictrdquoldquoItrsquos just her personalityrdquoldquoShe has her motherrsquos personalityrdquoldquoHersquos a real personalityrdquo
Once the students have a chance to discuss these phrases the teacher will then call on a member of each groupto respond to one of the phrases Team members must contribute something either positive or negative else towhat the first person states
Staying in the same group of four students will discuss whether they are type A or B personality and determinewhat some of the differences are
Which personality type do you get along with better
Which personality type can you work best with What is it about the other personality type that turns you off
How are personality types different from traits Give examples
35
Instructions for Students
See above
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through their small groups and class discussions you will be able to tell whether the student has a grasp of thistopic
Possible Next Steps andor Optional Activities
The next step would be to introduce the four major theoretical perspectives of personality
36
LessonActivity Title Social Readjustment Rating Scale (contact Leslie Adams Lariviere for more information)
Topic Supported Stress Psychologists and what they do
Learning Objectives To figure out your level of stress and learn how psychologists might go about determiningthis stress level
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity introduces the topic of stress Can be used to introducediscusshow psychologists might determine a personrsquos stress level
Materials The Holmes and Rahe (1967) Social Readjustment Rating Scale
Procedure Have students take the SRRS Ask them to add up their scores Ask them who is having no significantproblems a mild life crisis a moderate life crisis a major life crisis Ask them who agrees with the assessmentFor those who do not agree ask why Students always like to talk about how they feel stressed but there is noway to measure tests and college life on this scale There is also no way to measure relationships that they arehaving (boyfriendgirlfriendparents) It leads into a great discussion about why the tests psychologists use maynot reflect real life but how they still are a good place to start
Instructions for Students Circle the numbers next to any items that have happened in the past 12 months Addup these numbers and determine whether or not you are having a life crisis according to the SRRS
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could write this up for their Self exploration assignment Or the following could be used
Write a paragraph about each of the five self‐exploration assignments (worth 16 pts each points are furtherexplained below) The paragraph should say the followingA What the assignment was supposed to be about (3 pts)B What the assignment told you about yourself (3 pts)C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted youa Do you see yourself differently after doing the assignmentb Did it change your behavior in any way (If yes how)c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment whya What do you think could have been the problem with the assignmentb How do you think it could have been more accurate in diagnosing you
Possible Next Steps andor Optional Activities
Have them write up their own scale of stress for college students Or have them research the college studentSRRS (online in the research database)
37
LessonActivity Title Theories of Personality Project (contact Elise Martin for more information)
Topic Supported Theories of Personality Development
Learning Objectives Students will work collaboratively to apply a variety of well‐known psychologists theoriesof personality development to notable figures of their choice in an effort to explain how those people becamewho they became
Core Student Success Skills Collaboration Communication (written oral tech)
Context within the Course This learning activity is the primary activity by which students build a foundationalunderstanding of several theories of personality development and develop the ability to apply those theories topeople who have demonstrated unusual or extreme behaviors I usually allow two weeks from introduction ofproject to final presentation due dates using several periods of class time for their collaborative workresearching and summarizing main contributionstheories of the psychologist whose theory they have chosenas well as for their collaboration on their presentation of the application of those theories to a particular personI approve the summary documents regarding the contributions of the psychologists and make copies of each forall students in class Students use the information provided by their peers along with their textbook and anyother supplemental information I supply them with to prepare for the unit exam on Theories of PersonalityDevelopment On that exam I ask them to apply one of the theories to one of the personalities presented (notthe personality their group presented on) necessitating them to pay attention and take notes during at leastone other grouprsquos presentation
Materials Students will need to have a computer connected to a projector in order to present their projects ifthey use PowerPoint or other presentation software
Procedure see following pages for handout
Instructions for Students see following pages for handout
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
See following pages for handout
38
Theories of Personality Project
Analyzing Someone Famous or Infamous
Overview
Why do people become the people they become Why do siblings even identical twins often grow into verydifferent people How did the young Michael Jackson for example ten year old child RampB star become theadult Michael Jackson who recently died Is there one theory of personality development that we can use topredict who children will become in their adult years
Introduction
This project will provide an opportunity for students studying psychology in Explorations in Human Behavior toexplore the above questions by working together in groups to apply a variety of well‐known psychologiststheories of personality development to notable figures of their choice
Task
Students will work in groups to study the personality development of a well‐known person through the lens ofthree different psychological perspectives ‐ the psycho‐dynamic perspective the behavioralsocial cognitiveperspective and the humanistic perspective Each student will assume and research the role of a psychologistsupporting a particular theory of personality perspective and apply that perspective to their groups chosensubject in order to explain certain aspects of hisher personality and behavior Groups will present theirunderstandings of their subjects personality and behavior development to the rest of the class in oralpresentation formats of their choice after which their classmates will be asked to indicate which psychologistmade the best case for hisher theory in relationship to the subjects personality development
39
Process
Students will be asked to indicate and prioritize their interest in studying a famous or infamous person and willbe placed in home groups of three four or five students accordingly
Possible subjects to be studied (students add to this list before making their choice)Michael JacksonEminemTiger WoodsBritney SpearsMadonnaAdolph Hitler
Home groups of 3‐5 students will be formed to analyze these famous or infamous people Within these homegroups roles will be chosen from the following list so that each student within a home group represents adifferent psychologist
Psycho‐dynamic psychologist ‐ either Sigmund Freud or Erik EriksonBehavioralSocial cognitive psychologist ‐ either Ivan Pavlov BF Skinner or Albert BanduraHumanist psychologist ‐ either Carl Rogers or Abraham Maslow
Once students within each home group have chosen their psychologistrsquos role they will join students from otherhome groups who have assumed the same psychologistrsquos role to collaboratively investigate that psychologiststheory regarding the development of personality These secondary groups that work together at the beginningof the project to build and share knowledge of their psychologists personality development theory are calledjigsaw groups
Each student will thus work with two groups ‐ a home and a jigsaw group
bull In their jigsaw group students will research the psychologist whose role they are assuming and hisherbasic theory of personality development
bull In their home group students will apply that theory to their groups assigned subject which willinvolve research into the subjects past life
Jigsaw groups will be responsible for ensuring that each member of their group becomes knowledgeable abouttheir psychologist andor psychological approach to the development of personality using the textbook andother resources Each jigsaw group will submit a written 1‐2 page overview of that psychologistrsquos theory ofpersonality development to the instructor The instructor will provide feedback to the overview as necessarywhich the jigsaw group will use as appropriate When the instructor has agreed that the overview is valid andready for class distribution she will copy the overview and distribute it to the class for reference All studentsin each jigsaw group will receive the same grade for the content of the overview they produce however theywill also receive a grade for their contribution to the overview that will be determined by their peersrsquo evaluationof their contribution
Students will then bring their understanding of this psychological perspective back to their home group to applyto their study of their home groups subject Each home group will be responsible for making a presentation tothe class that provides the audience with a variety of psychological perspectives from which to betterunderstand the subject supported by research on both the perspectives and the subjects life This presentationcan take a variety of forms including a debate a PowerPoint presentation a skit or role‐playing or a game show
40
format At the end of each presentation the audience will be asked to indicate which psychologist made thebest case for hisher theory in relationship to the subjects personality development
AssessmentGroup members will be asked to evaluate each others contribution to the group project using the PeerEvaluation rubric for both their Jigsaw group and their Home group
Preparation
Came to meetings withresearch on theory completeand ready for presentation ndash
in written format2
Came to meetings with someresearch on theory but not
adequate for use inpresentation ndash needed more
1
Came to meetings without havingdone individual research on theory ndashexpected to do their individual work
during the meeting0
Collaborative ResearchContributed in significant way
to research on subject2
Contributed in small way toresearch on subject
1
Did not contribute to research onsubject
0
ResponsibilityAssumed a leadership role in
the group2
Wasnrsquot the group leader butdid a lot of work
1
Didnrsquot lead didnrsquot do much work0
Creativity
Contributed many realisticcreative ideas to the
presentation2
Occasionally made a realisticoriginal suggestion or
contribution1
Didnrsquot contribute realistic originalideas0
ReliabilityCompleted tasks on time
within the group2
Completed tasks on time ifreminded
1
Could not be counted on0
Production
Assumed primary role in theproduction of the final
presentation2
Played an important part inthe production of the
presentation1
Did not play an important role in theproduction of the presentation
0
Final Score12=perfect score 0=lowest
score)You may only assign one ldquo12rdquo per group
And the audience for each presentation will be asked to evaluate the group presentation using the followingrubric
Outstanding representationof each psychological theory
of personality ‐ eachpresenter included severalrelevant interesting pointsmaking it easy to understand
each theory presented4
Outstanding application ofall psychological
perspectives to the subjectrsquoslife with several strong
examples4
Presentation Content AssessmentVery good representation ofseveral psychological theoriesof personality ‐most included
at least one relevantinteresting point making iteasy to understand most ofthe theories presented
3
Satisfactory representation of somepsychological theories of personality‐ at least one of the theories
presented was clear and easy tounderstand
2
Very good application of mostpsychological perspectives tothe subjectrsquos life with a few
strong examples3
Satisfactory application of a fewpsychological perspectives to the
subjectrsquos life2
Unsatisfactory representation ofmost psychological theories of
personality ndash the presentation didnot contribute any clarity to any
of the theories presented1
Unsatisfactory application ofpsychological perspectives to the
subjectrsquos life1
41
Excellent research onsubject information wasinteresting and pertinent
helped audience understandthe application of
psychological theories tohisher life
4
Extremely creativepresentation well organizedand presented audiencewas extremely engaged
4
It was clear that the grouphad communicated clearly
with each other inpreparation for this
presentation and knewexactly what they were
doing ndash good professionalcollaborators
4
Research cited appropriatelyaccording to MLA format4
Final score (worth 24 pts)
Very good research on subjectplenty of information not all ofit pertinent to the applicationof psychological theories to
hisher life3
Creative presentation goodorganization and presentation
audience fairly engaged3
The group had communicatedseemed like they all knew theoverall plan but they seemed alittle unsure of who was to gofirst second third ndash like theyhadnrsquot rehearsed that together
yet3
Research cited but some errorin MLA format
3
Satisfactory research on subject buteither too much of it irrelevant to
application of psychological theories ornot enough information to make
application of psychological theoriesclear2
Satisfactory presentation someorganization satisfactory presentation
audience started to get sleepy2
The group seemed to havecommunicated minimally ndash their
material was put together but theyreally didnrsquot know what each other was
going to do or say and were justadlibbing their presentation No
evidence of good collaboration as ateam2
Research cited with no resemblance toMLA format
2
Unsatisfactory research onsubject ndash not much
information and most of it notrelevant
1
Unsatisfactory presentationneeds improvement in
organization and presentationeasy to fall asleep in the
audience1
The group didnrsquot appear tohave communicated andcollaborated much at all
1
Research not cited1
42
LessonActivity Title Cooperative Learning for Personality Theories (contact Wayne Currie for moreinformation)
Topic Supported Personality Theories
Learning Objectives Students will be able to briefly explain how the humanists set themselves apart from the Freudianand behaviorist viewpoints or personality describe Maslowrsquos concept of self‐actualization and the characteristics of self‐actualizers explain what helps and hinders self‐actualization list eight steps to promote self‐actualization and describe thesix human strengths that contribute to well‐being and life satisfaction
Students will be able to describe discuss Rogers views of the normal or fully functioning individual define his termsself self‐concept incongruence ideal self conditions of worth organismic valuing positive self‐regard and unconditionalpositive regard and explain how possible selves help translate our hopes dreams and fears and ultimately direct ourfuture behavior
Core Student Success Skills Critical Thinking Communication Collaboration
Context within the Course This learning activity introduces students to the four major personality theories
Materials Textbook
ProcedureThe class is divided into teams of four Partners move to one side of the room Half of each team is given anassignment to master to be able to teach the other half Partners work to learn and can consult with otherpartners working on the same material Teams go back together with each set of partners teaching the other setPartners quiz and tutor teammates Team reviews how well they learned and taught and how they mightimprove the process
Four major theoretical perspectives (School of Personality) Trait perspective‐‐ description and measurement of personality differences Psychoanalytic perspective‐‐‐‐ importance of unconscious processes and childhood experiences Humanistic perspective‐‐‐ importance of self and fulfillment of potential Social learning cognitive perspective‐ndash importance of beliefs about self
For each personality theory students must answer1 Who are the key figure(s) of this theory2 Explain the theory in laymanrsquos terms Give examples from your own experiences3 What are the pro and cons of this theory4 How is the theory structured5 Talk about the developmental components of the theory
Instructions for Students
See above Student must use the textbook or chapter Outline to help answer the above questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Someone for each group will report back their findings Any member from the group can add commentsPossible Next Steps andor Optional Activities You can do the same thing using Structured Buzz Groups This isa cooperative learning activity
43
LessonActivity Title Researching Controversial Issues (contact Deanna Lima for more information)
Topic Supported Many especially controversial topics
Learning Objectives To emphasize the importance of accessing and understandingother points of view
Core Student Success Skills Critical thinking Communication (information literacy)
Context within the Course This learning activity illustrates the need to be open to other points of viewespecially in matters that may be controversial or emotionally charged
Materials Access to the MCC library website
Procedure Instruct students to write an essay about a controversial issue (stem cellresearch spanking etc) After papers have been writtengraded have students discuss their issue and how theirview on it may have changed after understanding both sides
Instructions for StudentsSelect a controversial issue to write a 2‐3 page essay on Be sure to include a description of both sides of thecontroversy To understand both sides of your issue thoroughly visit the MCC library website and click on theldquoSubject Research Guidesrdquo tab on the left then click on ldquoIssuesrdquo This will bring you to a list of resources that willprovide in depth discussion on controversial issues (try Gale and Opposing Viewpoints)
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)Students should be able to understand the importance of being thorough in understanding issues
Possible Next Steps andor Optional ActivitiesThe assignment could be to write an essay about a topic that the student has an opinion about After that essayis complete instruct students to write another essay about the opposing view point
When writing an essay with both points of view ask students to identify the point of view they agree with alongwith supporting reasons
44
LessonActivity Title Group Communication (contact Leslie Adams Lariviere for more information)
Topic Supported SocialGroups and Leaders
Learning Objectives Explain how shape and size affect groupsrsquo communication
Core Student Success Skills self assessment critical thinking communication
Context within the Course Understanding how groups communicate
Materials Pencilpaper
Procedure Ask students to list 5 groups to which they belong Ask them to identify the communication style ofeach group Ask them to attend 1 or 2 on campus group meetings and identify the communication style of thegroup It is best to have a list of upcoming on campus group meeting timesdates
Instructions for Students List 5 groups to which you belong Identify the communication style of each groupusing the styles identified in your textnotes Attend 1 or 2 on campus group meetings and identify thecommunication style of the group
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They will have correctly identified the communication styles of the groups with examples and proof that theywent to the group meeting
Possible Next Steps andor Optional Activities Do this as a group
45
LessonActivity Title Thinking Critically about Individualism and Collectivism (contact Elise Martin for moreinformation)
Topic Supported Individualism and Collectivism
Learning Objectives Students will use evidence from stories case studies film etc to identify categorize anddifferentiate between intercultural behaviors that reflect individualism and collectivism
Core Student Success Skills Critical Thinking
Context within the Course This learning activity supplements a discussion of individualism and collectivism asbehaviors that are socially influenced
Materialsbull Textbull Article by David Brooks in NYTimes Harmony and the Dream
(httpwwwnytimescom20080812opinion12brookshtml)bull Films Paradise Now Stop‐Loss
Procedure
Students are given a slip of paper and asked to complete the statement ldquoI amhelliprdquo ANONYMOUSLY No furtherdirections are given slips are turned in for further use during class
Students read brief textbook (or supplemental) description of Individualism and Collectivism OR facultymember explains the two terms
Faculty continues discussion by explaining as noted in Psychology and the Challenges of Life (p 66‐67) whenasked to complete the statement ldquoI am ___________rdquo individualists are likely to respond in terms of theirpersonality traits (ldquoI am outgoing I am artisticrdquo) whereas collectivists are likely to respond in terms of familiesgender or nation (ldquoI am a mother I am a Buddhist I am Japaneserdquo)
Slips of paper are shuffled up and handed back one per student assumption is that students will not receivetheir own Students asked to read the statement on the slip they have been handed class decides if statementreflects individualism or collectivism Faculty member can keep track on the whiteboard or have students getup and go to respective sides of room Faculty member reminds students that the statement they are reading isnot theirs and therefore not necessarily reflective of their perspective ndash we are just trying to get a sense of what of the class acts ldquoindividualisticrdquo and what acts ldquocollectivistrdquo
Students and faculty further discuss individualism and collectivism ndash their own personal experiences andperceptions related to those terms Do they self‐identify with one or the other Do they have an understandingof why that might be so
For homework students read short case study of Zachary and Karen from Duffyrsquos Psychology for Living p 2‐3They are asked to complete the following chart for Zachary and Karen
Karen ZacharyIndividualist or CollectivistOne behavior or way of thinkingmentioned in the story that
46
supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this wayAnother behavior or way ofthinking mentioned in the storythat supports thisWhat aspect of the culture thatthey lived in might have causedthem to act or think this way
They are also given supplemental reading (David Brooks NYT article) that provides a more in‐depth cross‐cultural examination of individualismcollectivism From this additional reading they are asked to complete thefollowing chart providing NEW behaviors or ways of thinking not mentioned in previous chart
Collectivism IndividualismOne behavior or way of thinkingmentioned in the reading thatreflects this cultural perspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the caseAnother behavior or way ofthinking mentioned in the readingthat reflects this culturalperspectiveConsidering what you are learningabout collectivism andindividualism why do you thinkthis is the case
Back in class students work in teams building a larger chart that reflects what they consider to be the bestexamples of contrasts bt collectivism and individualism with accompanying explanations (This can be done asTBL ndash this final chart being the team portion of the grade for this assignment) Teams then present theirexamples and rationale to the class with discussion wherever there are questions andor disagreements
In class show clips from two films Paradise Now and Stop‐Loss and discuss influence of collectivism andindividualism in both Students complete final chart
Identify 4 examples from films Collectivism ndash explain why this is anexample of collectivism
Individualism ‐ explain why this isan example of collectivism
1234
Or students could write a paper describing some of the differences between the main characters from each filmas they represented the concepts of individualism and collectivism
47
LessonActivity Title Self Image vs Ideal Self (contact Leslie Adams Lariviere for more information)
Topic Supported self concept
Learning Objectives distinguish between self image and ideal self
Core Student Success Skills self reflection critical thinking
Context within the Course This learning activity builds on Carl Rogersrsquo ideas of development of self
Materials pencil and paper
Procedure have students write 5 sentences that start with the words ldquoI amhelliprdquo Then have them write 5sentences that start with the words ldquoI want to behelliprdquo Discuss how different each set is Introduce Carl Rogers anddiscuss his idea that this exercise reflects the self image (I amhellip) and the ideal self (I want to behellip) Carl Rogersbelieved that those whose ideal self and self image were more similar were doing better than those whose idealself and self image were vastly different
Instructions for Students Write 5 sentences that start with the words ldquoI amhelliprdquo Then write 5 sentences thatstart with the words ldquoI want to behelliprdquo
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students could use this as one of their Self Exploration Assignment activities Their understanding could also bedemonstrated via discussion
48
LessonActivity Title Goal Setting (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation
Learning Objectives To come up with 5 and 10 year plans and steps toward addressing them
Core Student Success Skills Organization self reflection critical thinking
Context within the Course This learning activity builds on the concept of the importance of goals
Materials Pencil and paper
ProcedureWrite micro mini short range medium range and long range goals (Duffy page 173) Ask students toreflect and lead in a discussion about goals
Instructions for StudentsWrite micro mini short range medium range and long range goals (Duffy page 173)Reflect and be prepared to discuss
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Through discussion and potentially the Self Exploration Assignment Have students identified the goalsappropriately (micro goals are 15 min‐1 hour etc)
49
LessonActivity Title Locus of Control (contact Leslie Adams Lariviere for more information)
Topic SupportedMotivation the Self Stress
Learning Objectives Learn what locus of control (LOC) is Find out what locus of control you have and be awareof the benefits and drawbacks of each type Try to change if warranted
Core Student Success Skills self reflection critical thinking organization
Context within the Course This learning activity builds on the concept of locus of control
Materials LOC test w answers (next page)
Procedure Test is passed out I read it to keep us all on the same page We then tally how many ldquointernalrdquo vsldquoexternalrdquo answers each person received and discuss what each type of LOC means and the benefits anddrawbacks of each
Instructions for Students Circle A or B for each question When yoursquore finished listen to which was anldquointernalrdquo answer and which was an ldquoexternalrdquo Count up how many you have of each
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Can be written up for the self exploration assignment Or used alone with the following rubric
Write a paragraph about the LOC results
A What the assignment was supposed to be about (3 pts)
B What the assignment told you about yourself (3 pts)
C Whether you agree or disagree with what you were told about yourself (the assessment) (2 pts)
DWhy you agree or disagree with the assessment (8 pts)
1 How has this impacted you
a Do you see yourself differently after doing the assignment
b Did it change your behavior in any way (If yes how)
c Did it change your thinking in any way (If yes how)
2 If you disagreed with the assessment why
a What do you think could have been the problem with the assignment
b How do you think it could have been more accurate in diagnosing you
50
Locus of Controlbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luckB Peoples misfortunes result from the mistakes they make
2 A One of the major reasons why we have wars is because people dont take enough interest in politicsB There will always be wars no matter how hard people try to prevent them
3 A In the long run people get the respect they deserve in this worldB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries
4 A The idea that teachers are unfair to students is nonsenseB Most students dont realize the extent to which their grades are influenced by accidental happenings
5 A Without the right breaks one cannot be an effective leaderB Capable people who fail to become leaders have not taken advantage of their opportunities
6 A No matter how hard you try some people just dont like youB People who cant get others to like them dont understand how to get along with others
7 A I have often found that what is going to happen will happenB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair testB Many times exam questions tend to be so unrelated to course work that studying is really useless
9 A Becoming a success is a matter of hard work luck has little or nothing to do with itB Getting a good job depends mainly on being in the right place at the right time
10 A The average citizen can have an influence in government decisionsB This world is run by the few people in power and there is not much the little guy can do about it
11 A When I make plans I am almost certain that I can make them workB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway
12 A In my case getting what I want has little or nothing to do with luckB Many times we might just as well decide what to do by flipping a coin
13 A What happens to me is my own doingB Sometimes I feel that I dont have enough control over the direction my life is taking
51
Locus of Control Answersbased on JB Rotter (1966) Generalized expectancies for internal versus external control of reinforcement
Psychological Monographs 80
Instructions
Choose the one statement that best describes how you feel
1 A Many of the unhappy things in peoples lives are partly due to bad luck EB Peoples misfortunes result from the mistakes they make I
2 A One of the major reasons why we have wars is because people dont take enough interest in politics IB There will always be wars no matter how hard people try to prevent them E
3 A In the long run people get the respect they deserve in this world IB Unfortunately an individuals worth often passes unrecognized no matter how hard he tries E
4 A The idea that teachers are unfair to students is nonsense IB Most students dont realize the extent to which their grades are influenced by accidental happenings E
5 A Without the right breaks one cannot be an effective leader EB Capable people who fail to become leaders have not taken advantage of their opportunities I
6 A No matter how hard you try some people just dont like you EB People who cant get others to like them dont understand how to get along with others I
7 A I have often found that what is going to happen will happen EB Trusting to fate has never turned out as well for me as making a decision to take a definite course of action I
8 A In the case of the well prepared student there is rarely if ever such a thing as an unfair test IB Many times exam questions tend to be so unrelated to course work that studying is really useless E
9 A Becoming a success is a matter of hard work luck has little or nothing to do with it IB Getting a good job depends mainly on being in the right place at the right time E
10 A The average citizen can have an influence in government decisions IB This world is run by the few people in power and there is not much the little guy can do about it E
11 A When I make plans I am almost certain that I can make them work IB It is not always wise to plan too far ahead because many things turn out to be a matter of luck anyway E
12 A In my case getting what I want has little or nothing to do with luck IB Many times we might just as well decide what to do by flipping a coin E
13 A What happens to me is my own doing IB Sometimes I feel that I dont have enough control over the direction my life is taking E
52
LessonActivity Title Handling Problems (contact Leslie Adams Lariviere for more information)
Topic Supported Emotions and Decision Makingcontrol
Learning Objectives Describe methods for managing unproductive emotions List several suggestions forimproving decision making skills
Core Student Success Skills Self reflection critical thinking
Context within the Course Managing unproductive emotions improving decision making
MaterialsPencil and paper
Procedure write problems and solutions Discuss with respect to stages of decision making (in Duffy text pages150 and 153) and managing unproductive emotions (in Duffy text page 179)
Instructions for StudentsWrite five things that are currently bothering you Write solutions to one or more ofthese problems
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students have identified the steps of decision making or managing unproductive emotions (as appropriate)They have successfully identified solution(s) to the problems
53
LessonActivity TitleMotivation and Maslowrsquos Hierarchy of Needs (contact Wayne Currie for more information)
Topic SupportedMotivation
Learning Objectives Students will be able to describe Maslowrsquos hierarchy of needsStudents will be able to identify Maslowrsquos hierarchy of needs in their daily lives
Core Student Success Skills Communication Collaboration Critical Thinking
Context within the Course This learning activity builds introduces students to Maslowrsquos Hierarchy of Needs
Materials HANDOUT‐Poster BoardMaslowrsquos Hierarchy of Needs Blank WorksheetMASLOWrsquoS HIERARCHY OF NEEDS
Instructions for Students In groups of four or five students must create their own hierarchy of needs on aposter board categorizing the types of needs (Begin with the absolute basics as the first level of the hierarchy ‐food water air etc which would be categorized as Basic Physical Needs and build from there letting studentsdetermine what category and needs are second most important)
The groups are now split into pairs The pairs must now compare their poster board with Maslowrsquos Hierarchyof Needs They should rate the importance of each of the needs on a 10‐point scale (1 = of little importance tome 10 = extremely important to me) Which needs get the highest rating Where does this place the studenton Maslows hierarchy of Needs Does this placement correspond to his or her self‐perception In what waydoes ones culture affect the area of emphasis on the hierarchy Do they agree with Maslows ordering ofneeds
Students must now work alone They must answer the following questions
bull How could the theory be applied to this classroom to solve a problem between boyfriend andgirl friend etc
bull How the theory could be applied to your work Describe a situation at work that currently exitsHow could your boss use the hierarchy of needs to motivate the employees
Possible Next Steps andor Optional Activities Give a motivation quiz and have students first work alone toanswer the questions Once it is graded Have students work in groups to answer the incorrect answers
54
LessonActivity Title Relaxation Techniques (contact Deanna Lima for more information)
Topic Supported test‐taking stresshealth and wellness
Learning Objectives To provide an understanding of and encourage the use of relaxationtechniques
Core Student Success Skills self‐reflection
Context within the Course This learning activity demonstrates the benefit of practicing relaxationtechniques especially during stressful situations
Materials handout
httpwwwwpieduImagesCMSARCHow_to_Reduce_Test_Anxietypdf
Procedure Instructions for Students
Prior to administering a test or during any class period have the class follow the steps on the WorcesterPolytechnical Institute handout on How to reduce Test Anxiety For best results have the class follow the stepsas you read aloud
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will practice relaxation techniques on their own during future tests
55
LessonActivity Title Healthy Lifestyle Choices for a College Student (contact Deanna Lima for moreinformation)
Topic Supported StressHealth and Wellness
Learning Objectives To encourage students to consider their stress levels and the extent to whichthey tend to their well‐being
Core Student Success Skills Collaboration
Context within the Course This learning activity emphasizes the importance of maintainingwell‐being and minimizing the impact of stress on onersquos life
Materials None
Procedure Instructions for Students
Have students form small groups to discuss the various areas that students experience stress Have the groupsdocument the stressors in studentsrsquo lives and provide a realistic and achievable alternative Encourage groupsto think of stressors beyond those which they personally experience This activity provides students anopportunity to consider othersrsquo experiences If necessary prompt students to consider age parenting statuslevel of ability socio‐economic status language culture etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will submit a compilation of stressors experienced by college students as well as methods of dealingwith those stressors
Possible Next Steps andor Optional Activities
This assignment can be a journal entry or a reflection assignment Instruct students to focus on the stress intheir own lives and to create solutions they can actually implement In future journal entries as the student todiscuss progress made in managing stress improving well‐being
56
LessonActivity Title Career Assignment (contact Leslie Adams Lariviere for more information)
Topic Supported Career DevelopmentExploration
Learning Objectives To be aware of which jobs are currently expected to grow to be aware of the salaries ofdifferent jobs
Core Student Success SkillsCritical thinking Communication (numeracy) Self reflection Organization
Context within the Course Career development and exploration
Materials Internet computer
bull httpwwwcareerinfonetorgskillsdefaultaspxnodeid=20
Procedure Book the computer room in the library Have each student take the skills profile Have them writedown jobs that come up as a result of their skills profile Then have them search for which of these jobs has thebest future growth and which of them makes the most money Have the latest MCC catalog on hand so that theycan plan their future courses based on their findings
Instructions for Students Take the skills profile on the website given Print out the list of jobs that come up as aresult of your skills quiz Which of these jobs has the best opportunity for future growth Which of them makesthe most money
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will print out each of their findings and turn them in They should be able to identify the jobs with thebest growth opportunities and salaries and print this out They can also find the best jobs based on educationlevel
Possible Next Steps andor Optional Activities
Students could figure out the ldquobestrdquo jobs by education level Do the Holland career inventory first and then havethe students look up the jobs suggested by Holland on this website this can be done in groups Students couldinterview a person in the field or use the vocational biographies database on the MCC Library tab using thecode from the government website
Also students could interview someone in the field as a written assignment
57
LessonActivity Title Evaluating Information (contact Deanna Lima for more information)
Topic Supported Research
Learning Objectives This exercise provides students with the opportunity to critically assess thesources they use in research
Core Student Success Skills Critical thinking Communication (Information literacy)
Context within the Course This learning activity builds reinforces the need to understand the sources ofinformation used in research
Materials The Spokane Community College Library Checklist for Evaluating Informationworksheet
Procedure Distribute the attached worksheet in conjunction with research assignments
Instructions for Students Complete the attached worksheet
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Studentsrsquo mastery of this learning objective will be evidenced with the submission of completed worksheets foreach source considered for use in their research assignment This will show that the student did not use a weaksource
58
Checklist for Evaluating Information
Before EvaluatingIt is important to start with a clear idea of what you are looking for What is your topic
Has your instructor placed any restrictions on your research‐1 Format restrictions (books periodicals Web scholarly journals etc)
‐2 Date restrictions (for example only information from last five years is allowed)
If your topic is controversial do you need information on all sides of the issue
Strong Weak UnabletoDeterm
Appropriateness ine
Are the contents relevant to your topic or assignment
What audience is the information written for (general public experts scholarsetc)
Is the reading level appropriate to your needs
Is the information too brief or too detailed
If a Web site is it easy to distinguish advertising from information content
AuthorityWho is the author
What do you know about the authorrsquos educational background and professionalaffiliation
If no author is provided is there an organization responsible for the information
59
Who is the publisher (a university government organization private entitypublishing company) Does this indicate bias or a conflict of interest
Authority (contrsquod) Strong Weak UnabletoDeterm ine
If a Web site what does the domain (such as edu com gov net org) tell youabout the reliability of the information
Does the author say where he or she got the information Is there a bibliographyor list of references Do the sources appear reputable and appropriate for thesubject
AccuracyAre there errors in fact spelling grammar or other signs of carelessness
Is the information consistent with what you have found elsewhere
CurrencyWhat is the date of publication
Is currency important to your topic
60
ObjectivityIs the information biased Does it take a particular point of view or perspective
Does the identity of the author suggest bias
If it is biased is it still useful
Is the information presented as fact opinion or both
Does the source use sweeping language (like always never or every)
Does it include all relevant information or only that which supports a particularpoint of view
61
LessonActivity Title Love and Commitment (contact Wayne Currie for more information)
Topic Supported Love and Commitment
Learning Objectives Students will be able to discuss factors affecting loveStudents will be able to explain what commitment is
Core Student Success Skills Communication (oral) Collaboration amp Critical Thinking
Context within the Course This learning activity introduces students to the course topic of Love andCommitment
Materials None
ProcedureRound Robin Brainstorming ‐ Class is divided into small groups (4 to 6) with one person appointed as therecorder A question is posed with many answers and students are given time to think about answers After thethink time members of the team share responses with one another round robin style The recorder writesdown the answers of the group members The person next to the recorder starts and each person in the groupin order give an answer until time is called
Instructions for Students Students must answer the following questions
A definition for Love
What the difference between Romantic Love vs Affectionate Love
Discuss the factors associated with attraction
How can you tell whether your partner loves you
To what extent do you believe that sexual satisfaction and relationship satisfaction go together
Identify and summarize three approaches to romantic relationships
Is love a feeling or a commitment
Which is more important in marriage love or commitment
What do women want What do men want in a relationship
What do women and men want in marriage
Possible Next Steps andor Optional Activities Have groups of studentrsquos interview different students oncampus and video record their responses to several of the questions Have a classroom discussion on some ofthe responses
62
LessonActivity Title Exploring Thoughts and Perceptions of Mental Illness (contact Deanna Lima for moreinformation)
Topic Supported Mental Health IssuesTreatment
Learning Objectives To encourage students to explore their own and societyrsquos thoughts andperceptions of mental illness
Core Student Success Skills Self‐reflection
Context within the Course This learning activity encourages students to consider the stigmaattached to mental illness as well as their own personal perceptions ofmental illness
Materials Contemporary movie that explores a mental illness such as A BeautifulMind
Procedure Instructions for Students
Show all or parts of the film in class Stop the movie at critical points and engage the class in discussion aroundtheir thoughts as they watch the movie Prompt discussion on issues of gender socio‐economic status level ofeducation age historical context race ethnicity etc
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will engage in a discussion that touches upon the factors mentioned above
Possible Next Steps andor Optional Activities
Students can write a journal entry or reflection paper on the movie including their responsereaction to thefactors mentioned above
63
LessonActivity Title EQ Test (contact Leslie Adams Lariviere for more information)
Topic Supported Emotional intelligence the self stress
Learning Objectives find out your emotional intelligence and how it rates with othersrsquo
Core Student Success Skills self reflection critical thinking organization communication
Context within the Course Expressing emotions
Materials pencil and paper EQ test EQ answers (see next page)
Procedure I usually read questions and options out loud to keep us all on the same page The students tallytheir scores and we discuss the results and options
Instructions for Students For each question write A B C or D Number the questions
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
They can write this up as part of their Self Exploration AssignmentPossible Next Steps andor Optional Activities
Have it as an activity that everyone must write up Write the answers by which they were and were notsurprised and why
64
Note The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI) The results you get from this quiz are NOT a comprehensivepicture of your EI
1 You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side What do you do
Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence
Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card
A little of both a and b
Not sure ‐ never noticed
2 You are in a meeting when a colleague takes credit for work that you have done What do you do
Immediately and publicly confront the colleague over the ownership of your work
After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits you whenspeaking about your work
Nothing its not a good idea to embarrass colleagues in public
After the colleague speaks publicly thank her for referencing your work and give the group more specific detail about whatyou were trying to accomplish
3 You are a customer service representative and have just gotten an extremely angry client on the phone What do you do
Hang‐up It doesnt pay to take abuse from anyone
Listen to the client and rephrase what you gather he is feeling
Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if he wouldntget in the way of this
Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him get hisproblem resolved
4 You are a college student who had hoped to get an A in a course that was important for your future career aspirations Youhave just found out you got a C‐ on the midterm What do you do
Sketch out a specific plan for ways to improve your grade and resolve to follow through
Decide you do not have what it takes to make it in that career
Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where your gradesare higher
Go see the professor and try to talk her into giving you a better grade
5 You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity You overhear someonetelling a racist joke What do you do
65
Ignore it ‐ the best way to deal with these things is not to react
Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated
Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization
Suggest to the person telling the joke he go through a diversity training program
6 You are an insurance salesman calling on prospective clients You have left the last 15 clients empty‐handed What do you do
Call it a day and go home early to miss rush‐hour traffic
Try something new in the next call and keep plugging away
List your strengths and weaknesses to identify what may be undermining your ability to sell
Sharpen up your resume
7 You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cutdangerously close in front of her What do you do
Tell her to forget about it‐shes OK now and it is no big deal
Put on one of her favorite tapes and try to distract her
Join her in criticizing the other driver
Tell her about a time something like this happened to you and how angry you felt until you saw the other driver was on theway to the hospital
8 A discussion between you and your partner has escalated into a shouting match You are both upset and in the heat of theargument start making personal attacks which neither of you really mean What is the best thing to do
Agree to take a 20‐minute break before continuing the discussion
Go silent regardless of what your partner says
Say you are sorry and ask your partner to apologize too
Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 You have been given the task of managing a team that has been unable to come up with a creative solution to a work problemWhat is the first thing that you do
Draw up an agenda call a meeting and allot a specific period of time to discuss each item
Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better
Begin by asking each person individually for ideas about how to solve the problem
Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 You have recently been assigned a young manager in your team and have noticed that he appears to be unable to make thesimplest of decisions without seeking advice from you What do you do
66
Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks
Get an HR manager to talk to him about where he sees his future in the organization
Purposely give him lots of complex decisions to make so that he will become more confident in the role
Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
Submit Reset
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
67
The questionnaire you just completed is by no means an exhaustive measure of your EmotionalIntelligence both because of its length and the fact that it is self‐scoring
YOUR SCORE IS(100 is the highest score and 50 is average)
What your score means (hypothetically)100 ‐‐Maximum Score7550 ‐‐ Average Score250 ‐‐Minimum Score
The Basics of Emotional Intelligence Include
bull Knowing your feelings and using them to make life decisions you can live withbull Being able to manage your emotional life without being hijacked by it ‐‐ not being paralyzed by depression or worry or
swept away by angerbull Persisting in the face of setbacks and channeling your impulses in order to pursue your goalsbull Empathy ‐‐ reading other peoples emotions without their having to tell you what they are feelingbull Handling feelings in relationships with skill and harmony ‐‐ being able to articulate the unspoken pulse of a group for
example
The Answers
1 The turbulent airplane
Anything but D ‐ that answer reflects a lack of awareness of your habitual responses under stress Actively acknowledging your stressand finding ways to calm yourself (ie engage in a book or read the emergency card) are healthier responses
[A] 10 Points ‐ Continue to read your book or magazine or watch the movie trying to pay little attention to the turbulence[B] 10 Points ‐ Become vigilant for an emergency carefully monitoring the stewardesses and reading the emergency instructions card [C] 10 Points ‐ A little of both A and B[D] 0 Points ‐ Not sure ‐ never noticed
2 The credit stealing colleague
The most emotionally intelligent answer is D By demonstrating an awareness of work‐place dynamics and an ability to control youremotional responses publicly recognizing your own accomplishments in a non‐threatening manner will disarm your colleague as wellas puts you in a better light with your manager and peers Public confrontations can be ineffective are likely to cause your colleagueto become defensive and may look like poor sportsmanship on your part Although less threatening private confrontations are alsoless effective in that they will not help your personal reputation
[A] 0 Points ‐ Immediately and publicly confront the colleague over the ownership of your work
68
[B] 5 Points ‐ After the meeting take the colleague aside and tell her that you would appreciate in the future that she credits youwhen speaking about your work[C] 0 Points ‐ Nothing its not a good idea to embarrass colleagues in public[D] 10 Points ‐ After the colleague speaks publicly thank her for referencing your work and give the group more specific detail aboutwhat you were trying to accomplish
3 The angry client
The most emotionally intelligent answer is D Empathizing with the customer will help calm him down and focusing back on a solutionwill ultimately help the customer attain his needs Confronting a customer or becoming defensive tends to anger the customer evenmore
[A] 0 Points ‐ Hang‐up It doesnt pay to take abuse from anyone[B] 5 Points ‐ Listen to the client and rephrase what you gather he is feeling[C] 0 Points ‐ Explain to the client that he is being unfair that you are only trying to do your job and you would appreciate it if hewouldnt get in the way of this[D] 10 Points ‐ Tell the client you understand how frustrating this must be for him and offer a specific thing you can do to help him gethis problem resolved
4 The C Midterm
The most emotionally intelligent answer is A A key indicator of self‐motivation also known as Achievement motivation is your abilityto form a plan for overcoming obstacles to achieve long‐term goals While focusing efforts on classes where you have a betteropportunity may sometimes be productive if the goal was to learn the content of the course to help your long‐term career objectivesyou are unlikely to achieve
[A] 10 Points ‐ Sketch out a specific plan for ways to improve your grade and resolve to follow through[B] 0 Points ‐ Decide you do not have what it takes to make it in that career[C] 5 Points ‐ Tell yourself it really doesnt matter how much you do in the course concentrate instead on other classes where yourgrades are higher[D] 0 Points ‐ Go see the professor and try to talk her into giving you a better grade
5 The racist joke
The most emotionally intelligent answer is C The most effective way to create an atmosphere that welcomes diversity is to make clearin public that the social norms of your organization do not tolerate such expressions Confronting the behavior privately lets theindividual know the behavior is unacceptable but does not communicate it to the team Instead of trying to change prejudices (amuch harder task) keep people from acting on them
[A] 0 Points ‐ Ignore it ‐ the best way to deal with these things is not to react[B] 5 Points ‐ Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action ifrepeated[C] 10 Points ‐ Speak up on the spot saying that such jokes are inappropriate and will not be tolerated in your organization[D] 5 Points ‐ Suggest to the person telling the joke he go through a diversity training program
6 The setback of a salesman
The most emotionally intelligent answer is B Optimism and taking the initiative both indicators of emotional intelligence lead peopleto see setbacks as challenges they can learn from and to persist trying out new approaches rather than giving up blaming themselvesor getting demoralized Although listing your strengths and weaknesses can be a helpful exercise without actively plugging awaymotivation to sell will tend to decrease
[A] 0 Points ‐ Call it a day and go home early to miss rush‐hour traffic[B] 10 Points ‐ Try something new in the next call and keep plugging away[C] 5 Points ‐ List your strengths and weaknesses to identify what may be undermining your ability to sell[D] 0 Points ‐ Sharpen up your resume
69
7 The Road‐Rage colleague
The most emotionally intelligent answer is D All research shows that anger and rage seriously affect ones ability to performeffectively Daniel Goleman in his book WWEI coined the phrase amygdala hijacking to describe the process of losing ones temperin this kind of situation Your ability to avoid or control this emotional reaction in yourself and others is a key indicator of emotionalintelligence In the road rage scenario any attempt to calm down your colleague by distracting him away from the effects of theamygdala hijack will have a positive impact on the situation and his behavior particularly if you are able to effectively empathize withhim
[A] 0 Points ‐ Tell her to forget about it‐shes OK now and it is no big deal[B] 0 Points ‐ Put on one of her favorite tapes and try to distract her[C] 5 Points ‐ Join her in criticizing the other driver[D] 10 Points ‐ Tell her about a time something like this happened to you and how angry you felt until you saw the other driver wason the way to the hospital
8 The shouting match
The most emotionally intelligent answer is A In these circumstances the most appropriate behavior is to take a 20‐minute break Asthe argument has intensified so have the physiological responses in your nervous system to the point at which it will take at least 20minutes to clear your body of these emotions of anger and arousal Any other course of action is likely merely to aggravate an alreadytense and uncontrolled situation
[A] 10 Points ‐ Agree to take a 20‐minute break before continuing the discussion[B] 0 Points ‐ Go silent regardless of what your partner says[C] 0 Points ‐ Say you are sorry and ask your partner to apologize too[D] 0 Points ‐ Stop for a moment collect your thoughts then restate your side of the case as precisely as possible
9 The uninspired team
The most emotionally intelligent answer is B As a leader of a group of individuals charged with developing a creative solution yoursuccess will depend on the climate that you can create in your project team Creativity is likely to by stifled by structure and formalityinstead creative groups perform at their peaks when rapport harmony and comfort levels are most high In these circumstancespeople are most likely to make the most positive contributions to the success of the project
[A] 0 Points ‐ Draw up an agenda call a meeting and allot a specific period of time to discuss each item[B] 10 Points ‐ Organize an off‐site meeting aimed specifically at encouraging the team to get to know each other better[C] 0 Points ‐ Begin by asking each person individually for ideas about how to solve the problem[D] 5 Points ‐ Start out with a brainstorming session encouraging each person to say whatever comes to mind no matter how wild
10 The indecisive young manager
The most emotionally intelligent answer is D Managing others requires high levels of emotional intelligence particularly if you aregoing to be successful in maximizing the performance of your team Often this means that you need to tailor your approach to meetsthe specific needs of the individual and provide them with support and feedback to help them grow in confidence and capability
[A] 0 Points ‐ Accept that he does not have what it take to succeed around here and find others in your team to take on his tasks[B] 5 Points ‐ Get an HR manager to talk to him about where he sees his future in the organization[C] 0 Points ‐ Purposely give him lots of complex decisions to make so that he will become more confident in the role[D] 10 Points ‐ Engineer an ongoing series of challenging but manageable experiences for him and make yourself available to act as hismentor
copy 1999‐2005 Hay Acquisition Company 1 Inc All rights reserved
70
LessonActivity Title Refining a Topic (contact Deanna Lima for more information)
Topic Supported Research assignments
Learning Objectives To learn how to properly narrow a topic for research
Core Student Success Skills Critical Thinking Communication (Information Literacy)
Context within the Course This learning activity allows students to practice refining a research topic
Materials Internet access library access
Procedure Utilize the ldquoRefining a topicrdquo worksheet in conjunction with a researchassignment (paper poster etc)
Instructions for Students Complete the following for the research topic you are considering
bull What topic are you interested in researching
bull What aspects of this topic interest you (psychological cultural economic technical etc)
bull What geographic region do you want research (US third‐world countries etc)
bull What time period are you focusing on (current specific year etc)
bull What demographic are you focusing on (consider gender age socioeconomic status race ethnicityetc)
bull What are the research requirements of your assignment (how many sources primary vs secondaryjournal articles etc)
bull Have you found sufficient sources for your assignment
Assessment Criteria (how students will demonstrate and you will know that they have achieved learningobjectives including improvement of core student success skills as appropriate)
Students will have achieved the learning objective when they complete the worksheet and submit a refinedresearch topic
Possible Next Steps andor Optional Activities
When asking what aspects interest the student specify prompts that relate to your discipline
This assignment can be completed with group projects as well and is a good opportunity for students to receivefeedback from their instructor early on in the research process
71
Sample Course Syllabi for PSY101
72
Professor Leslie Adams Lariviere PhD Class hours TuesThurs 1200‐115 (130‐245)Email llarivieremiddlesexmassedu Location North Academic G9 (NA 109)
I Description This course focuses on how psychology can help us meet the demands and challenges of living in acomplex society Topics such as theories of personality and motivation personal growth and adjustmentinterpersonal relationships and decision making and values will be explored This course is hands‐on stresseslearning by doing and will integrate learning strategies study skills and information on college resources thatcontribute to college success Specifically designed for students who have had minimal previous experience withbehavioral science not for those who have completed PSY 101 (SO 5101) Introduction to Psychology
Prerequisites Placement above or successful completion of ENG 065 (EN 1100) and ENG 050 (EN 2101) Studentsplacing above or who have successfully completed ENG 071 (EN 1101) and whose CPT is above 67 are not eligibleto enroll in this course Recommendation Concurrent enrollment in ENG 071 (EN 1101) andor ENG 055 (EN 2102)if CPT is between 44 and 55 is encouraged
II TextDuffy Karen Grover (2007) Psychology for Living Adjustment Growth and Behavior Today 9th additionPrentice Hall
Teaching procedures
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activities willfocus on helping you to develop the essential skills of communication critical thinking collaboration organizationand self‐reflection As students in this course you will have an opportunity to think more explicitly about theseskills to apply them to course concepts and then to demonstrate how you have improved your communicationcritical thinking collaboration organization and self‐reflection skills by the end of the semester For clarificationconsider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technologyeffectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for success incollege
Self‐assessment skills include setting academic and career goals developing and following a plan to achieve thosegoals and utilizing college resources to help you achieve your goals
III Grading Policy
Your final grade will include the following elements
a Tests
In addition to a final exam there will be two tests consisting of multiple choice questions There will be20‐30 questions on each exam Be prepared both to memorize definitions and to apply the concepts you
73
have learned A portion of each test grade will be made up of assignments started in class Each of thetests will be worth 12 of your final grade Prepare to attend every test There will be no makeup tests
A third ldquotestrdquo will focus on how test questions are chosen and what other answer choices are most likelyThis test will consist of approximately 20 questions and their answers created by you These ideas will bediscussed in class thoroughly and incorporated into your note‐taking prior to completing this assignmentThis test will be worth 12 of your grade
b Final Exam
The final exam will consist of essay questions from topics discussed thoroughly over the course of thesemester The final exam will be worth 10 of your final grade
c Study Skills
Study skills will be taught and assessed through several small assignments Your ability to take notesbased on lectures and the text will be taught and assessed Your ability to create a useful study guide anda learning schedule will also be taught and assessed These assignments together will account for 12 ofyour final grade
d Self Exploration Assignment
For this assignment you will use vocabulary and concepts discussed in the text and in class to explore oneor more aspects of your life This paper will be worth 12 of your final grade
e Research Project
This assignment will consist of locating and exploring peer reviewed psychological research How to findresearch will be discussed in class This assignment will be worth 10 of your grade
f Portfolio
Organization is crucial to academic success At the end of the semester your notebook and handouts willbe collected Successfully obtaining all handouts (including exams and assignments) and keeping them inorder will be one key aspect of this assignment Keeping all notes dated and in order will also beimportant Your portfolio is worth 5 of your final grade It is due the day of the final exam
g Attendance and Participation
You should be prepared to attend every class and participate in classroom activities These are consideredcrucial for understanding the material If you do not attend a class you are still responsible for obtainingnotes for the class These notes must come from a classmate do not expect the instructor to providenotes for classes missed or attended Classroom activities cannot be made up Participation in class willbe 15 of your final grade
1515 = misses one or fewer classes participates in every discussion in class asks or answers at least onequestion per class meeting
1015= misses two or fewer classes participates in class discussions once per class meeting asks oranswers at least one question per class meeting
7515 = misses two or three classes participates in class discussions approximately once per week asksor answers a question every three class meetings
74
515= misses three or more classes usually does not participate in class discussions usually does not askor answer questions
015 = misses four or more classes does not participate in any class discussions does not ask or answerany questions
IVHonesty Policy
The Middlesex Community College Cheating and Plagiarism Policy as reported in the Academic Catalogwill be enforced in this class
75
Schedule(Subject to change)
(Note CSSS activities are asterisked)
Date DUE on this dateChapter to have read by this date (Ch )
1 Objectives (what you should know by this time and what we will cover on this day in class)
Sept 101 Reading a syllabus2 Portfolio discussion
Sept 151 Pre‐test on learning test‐taking amp study habits2 Demonstrate understanding of forming a learning schedule and understanding onersquos own learning style
Calendar activityLearning Styles InventoryLearning styles group discussion
Sept 17 Lecture Notes I DUE1 Demonstrate understanding of note taking from a text and from lectures
Note taking activity for Chapter 1 and Chapter 22 Utilize various psychological tests to gain a greater understanding of yourself
Explain self exploration assignment
Sept 22 Schedule DUE and Ch 2 Notes DUEDevelopment (Ch 2)
1 Lecture Notes I discussreflect2 Gain insight into human behavior and development by understanding the ways in which factors such as lifespan
and stressors can affect behavior3 discuss the relative importance of genetic influences on personality4 explain how Freud thought development unfolded and what is meant by the ego superego and id
5 list the developmental tasks of Eriksons eight stages of psychosocial development
Personality development activity
Sept 24 Lecture Notes II DUECh 2 continued
6 explain Banduras concept of modeling and social learning7 identify cognitive variables that influence behavior and why learning is important to development8 explain Maslows concept of self‐actualization as it relates to development9 Distinguish between perspectives of human thought and behavior10 Ch 2 Notes discussreflect
Cooperative learning for Personality theories activity
76
Sept 29 Articles handed out in class
1 Lecture Notes II discussreflect2 Schedule discussreflect3 Understand how psychologists use data4 Describe how psychologists study behavior
Articles activity
Oct 15 Demonstrate understanding of preparing a study guide6 Research Assignment discuss7 Research assignment 8 Refining a topic activity
Oct 6 Ch 4 Notes DUE for check off (test coming)Self concept (Ch 4)
1 distinguish between self‐image and ideal self2 describe the core tendency toward self‐consistency3 discuss how self‐concepts are affected by social and cultural influences4 discuss the importance of greater self‐direction and self‐acceptance in personal growth
Self image activity
Oct 8 Test 1 AND Study Guide DUE
Oct 131 Test 1 discussreflect2 Discuss Test 2 (Make Your Own Test) assignment
Oct 15 MEET AT THE ALCOTT ROOM IN THE LIBRARY1 Locate current resources to write a research paper
Oct 20 Ch 7 Notes DUEMotivation (Ch 7)
1 know what motivation is and how to set goals2 describe Maslows hierarchy of needs as it relates to personal growth3 discuss several different ways in which sensation‐seeking behavior is manifested4 discuss the importance of goals in personal motivation
Goal setting activity
Oct 22 NO CLASS
77
Oct 27 Emotions (Ch 7)
1 list the four components of an I message2 describe methods for managing unproductive emotions3 discuss which factors are related or unrelated to happiness
Discuss upcoming Group communication activity
I message activity
Oct 29 Research Paper DUE Ch 6 Notes DUEDecision Making and Control (Ch 6)
1 discuss the importance of perceived control2 describe the explanatory style associated with learned optimism3 identify the stages of decision making4 list several suggestions for improving decision‐making skills5 explain how group decisions differ from individual decisions
Handling problems activity
LOC activity
Nov 3 Ch 9 Notes DUEGroups and Leaders (Ch 9)
1 provide reasons why people join groups2 explain how the shape and size of a group affect communication3 understand various types of social influence such as conformity4 Achieve a greater insight into social behavior
Group communication activity
Nov 5 Test 2 (Your Own Questions amp Answers) DUE
1 Discuss Test 2
Nov 10 Ch 12 Notes DUELove (Ch 12)
1 describe several theories about the nature of love2 discuss the influence of cohabitation on marriage and divorce3 discuss the factors that make for a happy and lasting committed relationship4 distinguish between better and worse communication patterns couples use
Love and commitment activity
78
Nov 12 Ch 10 Notes DUECareer Choices (Ch 10)
1 explain the importance of self‐assessment in career choice2 understand why education is important to your career and life success3 identify several major issues facing women and minorities in the workplace4 list several of the fastest‐growing careers requiring a college degree
Explain career activity
Nov 17 1 MEET AT LIBRARYCareer activity
Nov 19 Ch 13 Notes DUEStress (Ch 13)
1 define the concept of stress2 identify Selyes four variations of stress3 describe the life‐events method and other methods of explaining stress4 understand how daily problems contribute to stress
SRRS activity
Nov 24 Self Exploration Assignment DUEStress continued
1 explain Selyes concept of the general adaptation syndrome and newer related concepts2 discuss strategies for reducing stress through modifying your environment3 describe different ways to reduce stress through altering your lifestyle
Healthy lifestyle activity
Nov 26 NO CLASSDec 1 Ch 14 Notes DUE
Mental Health (14)
1 describe the distinguishing features of a psychological disorder2 be able to discuss the prevalence and incidence of various disorders3 know what the DSM is and how disorders are diagnosed4 Understand and describe abnormal behaviors and how they come to be diagnosed
Exploring mental illness activity
Dec 3 Mental Health continued
Exploring mental illness activity continued
Dec 8 Test 3Dec 10 Portfolio DUE
1 Post‐test on learning test‐taking amp study habits2 Review for Final
FINAL EXAMFinal will contain multiple choice questions and essay questions from the entire semester
79
Middlesex Community CollegePSY 100 52 Exploration in Human Behavior
Fall 2009 Syllabus
Instructor Wayne C CurrieOffice Hours By appointmentVoice Mail (978) 656‐3161Email curriewmiddlesexmasseduSemester Hours 3
Course Meeting TimeThis course will meet in Lowell in Room 106 (City) from 730 ‐845 PM on Tuesdays and Thursdays
Course DescriptionThis course is a Freshman Exploration course and has been redesigned as part of the Title III grant Strategies forSuccess Increasing Achievement Persistence Retention and Engagement The course materials and activitieswill focus on helping you to develop the essential skills of communication critical thinking collaborationorganization and self‐reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved yourcommunication critical thinking collaboration organization and self‐reflection skills by the end of thesemester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationship and decision‐making and values will be explored This course is hands on stresses learning by doingand will integrate learning strategies study skills and information on college resources that contribute to collegesuccess Specifically designed for students who have had minimal previous experience with behavioral sciencenot for those who have completed PSY 101 (SO 5101) Introduction to Psychology
This course meets the technology environmental health and writing intensive value and is intended for all firstyear students Studentsrsquo will received additional practice in exploring their own learning styles Students willexplore and examine the various types of study strategies Students will explore and practice different notetaking techniques
80
Course MaterialsRequired Text Atwater Eastwood Grover Duffy Karen (2004) Psychology for Living Adjustment Growth andBehavior Today eighth edition Englewood Cliffs NJ Prentice Hall Available at the MCC bookstore
Course ObjectivesThroughout this course we will be exploring the psychology of personal adjustment by learning about the majorperspectives on psychology and applying concepts to our personal lives Accordingly at the completion of thiscourse you should be able to
bull Understand the different types of learning styles and identify your own strength in learningbull Gain an insight on how note taking will help capture the wealth of information to which you are exposed
to dailybull Understand the influence of collectivism and individualism on personality development including locus
of control self‐concept self‐esteem motivation and self‐directionbull Understand yourself and others in terms of lifes developmental stagesbull Use your understanding of psychological concepts such as locus of control self efficacy self concept
learned optimism and intrinsic motivation to better understand yourself and othersbull Be able to apply multiple theories of personality development including Freudrsquos and Eriksonrsquos
psychosexual development theories Bandurarsquos theory of observational learning and self‐efficacyMaslows and Rogersrsquo humanistic theory to yourself and others
bull Become aware of the importance of and learn how to enhance your own emotional intelligencebull Understand and recognize common psychological disorders and the various approaches to therapy used
to treat those disordersbull Be able to articulate your stance on the relative contributions of nature and nurture to human
development
Additionally as part of class work and course assignments you should develop and improve the following skills
bull Collaborating in class in the development of group projectsbull Making oral presentationsbull Working in groupsbull Critically Thinking
AttendanceAttendance in class is mandatory After three absences your final grade will start being lowered 12 of a lettergrade (ie A to an A‐) for each subsequent absence You are responsible for the assignments and allinformation missed due to an absence If you know in advance that you must miss a class you MUST turn inearly anything which is due the day you miss
PunctualityClass will begin on time and punctuality is expected Students who arrive late disturb the continuity of thoughtand concentration of others Tardiness is unfair to the members of the class who do make it to class on timeand will be dealt with in the same manner as absences If you are tardy more than 5 times your final grade willstart being lowered 12 of a letter grade for each subsequent tardiness ‐ same policy as noted above forabsence
81
Late WorkAssignments are due on the date specified Assignments turned in late without prior permission of theinstructor will be penalized according to the rubric for each assignment
PLEASE NOTE Even if you earn Arsquos on all your assignments excessive absence tardiness and missed duedates can do serious damage to your final grade Do yourself a favor ndash come to class be on time and turnyour work in when it is due
Student ResponsibilitiesAs a student in this class you will be expected to complete all scheduled lessons within the time frameallotted for completion of this class You are responsible for information covered in the readingassignments in the text as well as for information discussed in class lesson plans and in attachments
Instructorrsquos ResponsibilityMy main responsibility is to facilitate your learning I will try to do so through the use of lectures discussionsassignments and examinations The main purpose of class meetings is to augment the book with discussions ofissues and additional content I count on you to learn the information in the book Most of your learning shouldresult from a careful and meaningful study of the book I will give you the opportunity to ask questions aboutand discuss the material in the lectures and the text I cannotmake you learn but it is my desire to help youlearn So please if you have any questions or need academic help in some way come see me
Classroom climateClassmates represent many points of view Tolerance open‐mindedness respect and trust are expected duringthe course so that everyone can feel comfortable expressing themselves
WorkloadLectures and discussions are designed to help you think about various topics in Human Behavior and to allowyou the chance to refine your understanding of the text Lectures and discussions cover more than just thematerial in the text They will be related to the text material and will expand upon it and illustrate it
We will NOT discuss all of the material in the text However all the material is fair game for the exams andassignments Therefore you must keep up with the reading Discussion and participation are important for youto get the most out of class It is also extremely important that you study the text
Course Topicsbull Cultural Influences on Self‐Directionbull Personality and Social Developmentbull Personal Controlbull Self‐Conceptbull Psychological and Physiological Well‐Beingbull Psychological Disorders and Therapybull Motivationbull Emotional Intelligence
Course Assessment
In Class Participation amp Class Activities‐50 Points (worth 10 of final grade)
82
One of the goals of this class is that you gain an understanding of social psychological concepts To this endmost of your class time will be allocated for activities either individual or small‐groups designed to facilitate thelearning process On occasion you will be called upon to share your opinions ideas and feeling on varioustopics Your grade will be based on your participation in these activities as well as how often you are willing tocontribute to classroom discussion conservation as replies to comment or questions
Chapter Outline‐50 Points (worth 10 of final grade)You are required to write an outline of each chapter to be covered The due date is located within this syllabusYou will receive 5 points for each chapter outline completed on time
Final Paper and Presentations‐100 Points (worth 20 of final grade)This paper (4‐6 pages not counting the title and bibliography pages it must be double‐spaced with a 12 pointssize) is an opportunity for you to expand your knowledge of a topic of your choice in social psychology For thisassignment you will select one topic from 8 events or problems which were discussed in class Your paperrequires depth of analysis creativity and integrative thought along with demonstrating knowledge of socialpsychological theory
The paper will be graded on the quality of the writing and on how well the information in the references aresynthesized and applied to the topic For example a well‐written paper that merely lists summaries will earn agrade of C A well‐written paper that uses the information from the references to back up statements andorconclusions will earn a grade of A
You will also make a 5‐10 minutes presentation to the class on your paper Your presentation will be graded onyour presentation style organization understanding of the topic and overall presentation An excellentpresentation is one that is well‐organized clear and concise flows provides both depth and quality in coveringthe topic Final Paper is due on Thursday December 10 2009
Quizzes‐100 Points‐ (worth 20 of final grade) There will be two in class‐room quizzes during the semesterEach will consist of 25 multiple choice questions Each question will contain 4 choices Each correct answer willbe worth 2 points The quizzes will cover materials presented in the lecture reading and discussions
Quiz 1 (50 Points) Thursday October 1 2009 Quiz 2 (50 Points) Thursday November 26 2009
Exams‐200 Points (worth 40 of final grade) There will be a Midterm and a Final Exam consisting of 50 Multiplechoice questions Each question will contain 4 choices Each correct answer will be worth 2 points The examswill be given in class and will cover materials presented in the lecture reading and discussions
Mid Term Exam (100 Points) Tuesday November 3 2009 Final Exam (100 Points) Friday December 18 2009
Grading RubricStudents will be evaluated on their understanding of course topics using multiple assessment measures Yourgrade for this course is calculated in the following manner
83
COURSE ASSESSMENT
Class Discussion and Activities 50
Chapter Outline 50
Final Paper amp Presentation 100
Quiz 1 50
Quiz 2 50
Mid Term Exam 100
Final Exam 100
Total Points 500
Grades assigned as FollowsPoints Letter Grade
470 ‐ 500 A455 ndash 469 A‐
440 ndash 454 B+425 ndash 439 B410 ndash 424 B‐395 ndash 409 C+
380 ndash394 C365 ndash 379 C‐350 ndash364 D+
340 ndash 349 D325 ‐ 339 D‐lt325 F
84
Course Schedule(Note CSSS activities are asterisked)
Date LectureReading Topics Chapter 910 Course overviewintroduction assignments amp studentrsquos expectation
Self Assessment‐College Success Information4
915 Learning Styles Inventory Taking Chapter NotesOutline 4917 Note Taking and Self Concept 4922 Chapter 4 Outline Due Self Esteem and Self Image 4924 Chapter 1 Outline Due Self Direction (Pages 9 ndash 22) 1929 Chapter 6 Outline Due Personal Control amp Growth (Pages 140 ndash 149) 6929 Quiz Review101 Quiz 1 4 1 amp 6106 Chapter 2 Outline Due 2
106 Class Project Assignment Personality
1015 Chapter 7 Outline Due‐ Understanding Motivation 71022 No Class‐Professional Day 71027 Emotional Intelligence 21027 Note Taking Follow Up amp Mid Term Review
113 Mid Term Exam (Based on Lecture amp Reading) 2 amp 7
115 Writing Center amp other College Resources 81110 Chapter 8 Outline Due Interpersonal Attraction 81112 Making and Keeping Friends 81117 Leader or Follower 91119 Chapter 9 Outline Due Groups 91124 Groups‐Video amp Discussions 9
1124 Quiz Review
1126 Quiz 2 amp Study Skills 8 amp 9121 Chapter 12 Outline Due Love and Commitment 12123 Chapter 13 Outline Due Stress 131210 Presentations and Submit Paper Self Assessment ndashPost Evaluation1215 Final Exam Review Presentations and submit final paper1217 Final Exam (Based on Lecture and Reading) 12 amp 13
85
Explorations in Human Behavior PSY 100 53Middlesex Community College Fall 2009
Tuesday Thursday 1200 ndash 115City Room 213
Syllabus
Instructor Diamantina (Deanna) Limae‐mail limadmiddlesexmasseduoffice hours By appointment
Description
This course focuses on how psychology can help us meet the demands and challenges of living in a complexsociety Topics such as theories of personality and motivation personal growth and adjustment interpersonalrelationships decision making and values will be explored This course is specifically designed for students whohave had minimal previous experience with behavioral science and is not for students who have completedIntroduction to Psychology
Note This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral ScienceElective
Prerequisites Placement above or successful completion of EN 1100 and EN 2101 Students placingabove or who have successfully completed EN 1101 and whose CPT is above 67 are not eligible to enroll in thiscourse
Recommendation Concurrent enrollment in EN 1101 andor EN 2102 is encouraged if CPT is between 44 and55
This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategiesfor Success Increasing Achievement Persistence Retention and Engagement The course materials andactivities will focus on helping you to develop the essential skills of communication critical thinkingcollaboration organization and self‐reflection
As students in this course you will have an opportunity to think more explicitly about these skills to apply themto course concepts and then to demonstrate how you have improved your communication critical thinkingcollaboration organization and self‐reflection skills by the end of the semester For clarification consider thefollowing brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in yourclass andor a group of people outside of your classroom
Organization skills related to time management note‐taking test‐taking and studying are important for successin college
86
Self‐assessment skills include setting academic and career goals developing and following a plan to achievethose goals and utilizing college resources to help you achieve your goals
Note ‐ Lessons and activities that relate to these skills are identified with an in the course schedule
Text
Duffy Karen G and Atwater Eastwood (2008) Psychology for Living Adjustment Growth and BehaviorToday 9th ed Upper Saddle River NJ Pearson Prentice Hall
Instructional Objectives
The overall goal of this class is to understand psychology as it relates to oneself and to onersquos own growth andpersonal development To that end students willbull Understand and demonstrate effective study habits including outlining note taking and time
managementbull Understand and describe key psychological theories and how they apply in their own livesbull Gain an insight into human behaviors and interactions based on factors such as lifespan and
developmentbull Identify their own sense of self through consideration of control balance interpersonal relationships
and group membershipbull Develop strategies to identify and deal with stress
Teaching Procedures
This course will consist of lectures class discussions and group work All students are expected to participate inclass Your participation will not only improve your experience but will also improve the class experienceParticipation includes attendance completion of assignments and contributions to discussions and group work
Assignments
Four assessments 80 points (20 points each)Notes 20 points (5 points each)Final exam 100 pointsAttendanceparticipation 25 pointsSeven in‐class activities 35 points (5 points each)Four Reflection exercises 100 points (25 points each)Portfolio 40 points
GradingAssignments
Assessments will be worth up to 20 points each Assessments may be a test or other activity that willgauge your understanding of the assigned readings lectures discussions assignments and activities
87
Class notes will be graded based on the guidelines discussed for effective note‐taking Notes should betaken during every class and for every chapter covered Notes will be graded for content accuracy andneatness with the ideal being notes that will optimize the students learning and preparation for testsNotes will be collected at the time of each assessment
Reflection exercises students will be given four writing assignments These assignments will ask you toreflect upon specific material covered and to provide your thoughts and opinions on the subjectStudents will be provided a handout with the topic and questions you are to answer the week beforethe exercise is due
In class group‐work students will be given small group assignments on seven occasions to be completedin class (four are scheduled three are unscheduled)
Final Exam will be worth 100 points and may include multiple choice truefalse shortanswer or essay questions Students will receive a study guide with further clarification
Attendanceparticipation will be worth 25 points Students earn one point for each class attendedstudents are thereby allowed to miss one class without consequence to their grade
Portfolio ndash students will compile all their class notes into one portfolio that can earn up to 25 pointsPortfolios should include notes taken for every class and chapter as well as completed assignments andhandouts Portfolios will be graded for content and organization Your portfolios will be an excellentresource as you prepare for your final exam
Final GradesA = 360 ndash 400 pointsB = 320 ndash 359 pointsC = 275 ndash 319 pointsD = 230 ndash 274 pointsF = Less than 230 points no credit
Attendance Policy
Regular and punctual attendance is essential to your learning and is expected of all students If an absence isabsolutely unavoidable please notify instructor before the missed class It is your responsibility to makearrangements to turn in work that is due before the missed class It is also your responsibility to find out whatwas missed during your absence It is also your responsibility to find out what you missed if you arrived to classlate or must leave class early
Other
Latemake‐up work ndash All assignments are due on the date accepted
Classroom climate ndash As we explore various course topics you may be exposed to ideas andvalues that differ from your own please be respectful of othersrsquo points of view You are expected to be tolerantrespectful and open‐minded in class so that all students can freely express themselves and fully participate inclass
88
Courtesy ndash Please turn off all electronic devices during class Ringing or vibrating phones and similardevices are a distraction and are not allowed Also please refrain from using a PDA or similar devicesAdditionally you should also refrain from bringing food or beverages that will disrupt the class
Course Schedule(Note CSSS activities are asterisked)
Week 19‐10‐09
Week 29‐15‐09
Review syllabus and introductionnote taking time‐management learning styles activitiesHomework ndash Read and take notes on Chapter 1
Discuss Chapter 1 social change self‐direction personal growthHomework ndash Read and take notes on Chapter 2 pages 25‐37
9‐17‐09 Discuss Chapter 2 (25‐37) Child Development ndash Biological and Psychodynamic PerspectivesHomework ndash Read and take notes on Chapter 2 pages 37‐51
Week 39‐22‐09 Discuss Chapter 2 (37‐51) Child Development ndash Social Cognitive and Humanistic Perspective
Researching controversial issues worksheetHomework ndash Read and take notes on Chapter 3
9‐24‐09 Discuss Chapter 3 Adulthood ndash Early middle and lateHomework ndash Read and take notes on Chapter 3
Week 49‐29‐09 Discuss Chapter 3 Adulthood ndash Early middle and late
concept map assignmentHomework ndash Prepare for Assessment
10‐1‐09 Class group workreviewAssignment Due ndash Reflection exercise 1Homework ndash Prepare for Assessment
Week 510‐6‐09 Assessment 1 ndash Chapters 1 2 3
Assignment Due ndash notes for Chapters 1 2 3Homework ndash Read and take notes on Chapter 4
10‐8‐09 Discuss Chapter 4 Self‐Concept (self‐image self‐esteem self‐concept)self‐image vs ideal‐self activityHomework ndash Read and take notes on Chapter 5
89
Week 610‐13‐09 Discuss Chapter 5 Toward better health ndash Body image illness
Creating a healthy lifestyle activityHomework ndash Read and take notes on Chapter 5
10‐15‐09 Discuss Chapter 5 Toward better health ndash Body image illnessHomework ndash Prepare for Assessment
Week 710‐20‐09 Class group workreview
Assignment Due ndash Reflection exercise 2Homework ndash Prepare for Assessment
10‐22‐09 No Class Professional Day
Week 810‐27‐09 Assessment 2 ‐ Chapters 4 and 5
Assignment Due ndash notes for Chapters 4 and 5Homework ndash read and take notes on Chapter 6
10‐29‐09 Discuss Chapter 6 Taking ChargeHomework ndash Read and take notes on Chapter 10
Week 911‐3‐09 Discuss Chapter 10 At Work and Play ndash Career and Leisure
Homework ndash Read and take notes on Chapter 10
11‐5‐09 Discuss Chapter 10 At Work and Play ndash Career and LeisureHomework ndash Prepare for Assessment
Week 1011‐10‐09 Class group‐workreview
Homework ndash Prepare for Assessment
11‐12‐09 Assessment 3 Chapters 6 and 10Assignment Due ndash notes for Chapters 6 and 10Homework ndash Read and take notes on Chapter 13 (333 ndash 359)
Week 1111‐17‐09 Discuss Chapter 13 (333‐359) Stress
Managing stress activityHandling problems activityHomework ndash Read and take notes on Chapter 14 (369 ndash 383)
90
11‐19‐09 Discuss Chapter 14 (369‐383) Mental Disorders ndash AnxietyAssignment Due ndash Reflection assignment 3Homework ndash Read and take notes on Chapter 14 (383 ndash 398)
Week 1211‐24‐0911 Discuss Chapter 14 (383‐396) Mood Disorders
Movie and discussion on mental health issuesHomework ndash Read and take notes on Chapter 15
11‐26‐09 No Class ndash Happy Thanksgiving
Week 1312‐1‐09 Discuss Chapter 15 If You Go For Help
Homework ndash Prepare for Assessment
12‐3‐09 Class group‐workreviewAssignment Due ndash Reflection assignment 4
Week 1412‐8‐09 Assessment 4 Chapters 13 14 and 15
Assignment Due ndash notes for chapters 13 14 and 15
12‐10‐09 Portfolio review
Week 1512‐15‐09 Wrap‐up
Review for final
Final Exam ndash To be announced
91
Middlesex Community College PSY10004 Explorations in Human Behavior
FA 2009 Syllabus
Instructor Elise Martin Office Hours By appointment (Bedford campus North Academic Building Bldg 6 Rm 203) Voice Mail (781) 280-3572 Email martinemiddlesexmasseduSemester Hours 3
Course website httpsmymccmiddlesexmassedu
When Does This Course Meet This course will meet in Bedfordrsquos Academic Resource Building (Bldg 1) in LIB3 from 900-1015 AM on Wednesdays and Fridays unless noted by the instructor
Will I Need a Textbook Required Text Nevid Jeffrey S Rathus Spencer A (2005) Psychology and the Challenges of Life 9th edition update Hoboken NJ John Wiley amp Sons Inc Available at MCC bookstore
Will I Have to Use a Computer in this CourseALL WRITTEN HOMEWORK ASSIGNMENTS MUST BE WORD PROCESSED I will not accept anyhandwritten papers We will also use a course website periodically throughout the semester to communicate with each other as well as to store course handouts you may have missed or lost You donrsquot need a home computer ndash you can use the computers in the MCC computer labs the library or someone elsersquos computer
What Will I Study in this Course This course is a Freshman Explorations course and has been redesigned as part of the Title III grant Strategies for Success Increasing Achievement Persistence Retention and Engagement The course materials and activities will focus on helping you to develop the key skills of communication critical thinking collaboration organization and self-reflection As students in this course you will have an opportunity to think more explicitlyabout these skills to apply them to course concepts and then to demonstrate how you have improved your communication critical thinking collaboration organization and self-reflection skills by the end of the semester For clarification consider the following brief explanations of these skills
Critical Thinking includes the ability to use and analyze information gathered from multiple sources and formconclusions based on evidence rather than assumption
Communication skills can include your ability to write speak use numbers andor use technology effectively
Collaboration includes participating as a member of a community either as part of a group of students in your class andor a group of people outside of your classroom
Organization skills related to time management note-taking test-taking and studying are important for success in college
Self-assessment skills include setting academic and career goals developing and following a plan to achieve those goals and utilizing college resources to help you achieve your goals
As a psychology course we will focus on topics such asbull Psychology and the Challenges of Life
92
bull Personality Development bull Social Influence Being Influenced by ndash and Influencing ndash Others bull The Self in a Social World bull Stress What It Is and How to Manage It bull Psychological Factors and Healthbull Career Aptitudes and Interests
This course is specifically designed for students who have had minimal previous experience with behavioralsciences (psychology sociology etc) and is not for students who have completed Introduction to Psychology
NOTE This course satisfies a Technology or Environment or Health Intensive Value and a Behavioral Science Elective
What Will I Learn or Be Able to Do By the End of this CourseBy the successful completion of this course you will have accomplished the following learning outcomesbull Explained how the psychological concepts of collectivism individualism locus of control self concept
gender roles emotional intelligence and intrinsic motivation impact human behavior bull Applied theories of personality development to the lives of some well known personalities bull Contributed and interpreted data collected in class and formulated your own hypotheses to explain the
data bull Collaborated successfully in and outside of class as part of a teambull Assessed your ability to orally communicate your ideas clearly in classroom discussions and a group
presentation bull Used an online course management system to communicate with your instructor and classmates and
access course resourcesbull Identified career options that maximize and incorporate your own goals occupational interests and
aptitudes bull Developed an organized approach taking notes from course readings and lectures that will help you in
future courses
How Will I Learn All of ThisI believe that students learn better when they are awake than when they are asleep For this reason you will spend a lot of class time collaborating with your classmates in various learning activities and not a lot of class time sleeping while I lecture ndash I hope
Some of the ways in which you will ldquolearn by doingrdquo include
bull Participating in an online discussion board to introduce yourself to your classmates and to learn more about each other
bull Participating in classroom surveys related to psychological concepts and analyzing class data generated by these surveys
bull Participating as an important member of a team ndash for quizzes a group presentation and several class activities
bull Participating in classroom ldquofishbowlrdquo discussions
I hope that you will find this course to be an interesting experience and decide to take future courses in psychology and sociology to help you to better understand yourself and others ndash people near and dear to you people who drive you crazy and people in other places who you may never meet but who share this planet with you
93
Tolerance and Respect In this course we will discuss many sensitive issues such as self esteem cultural and gender differences and addictive behaviors We should expect that each of us will bring our own point of view which will be different from othersrsquo For this reason tolerance open-mindedness respect and trust are expected during the course so that everyone can feel comfortable expressing themselves
Collaboration You will be working as part of a team for many of the activities in this course Why Here are a few good reasonsbull Working in teams during class provides you an opportunity to meet and really get to know some other
freshmen here at MCC something which is a little harder to do when you commute to college than when you live at college
bull Working in teams during class provides you with more motivation to attend class study and prepare for course assignments since you not only let yourself down but also let your teammates down if you donrsquot
bull Working in teams during class means that you will have to spend time discussing course concepts within your team in order to complete the assignment successfully The more you discuss the psychological concepts you will learn about in this course the likelier it is that you will understand them In most classes ldquoclass discussionrdquo means that a very few students do all the ldquodiscussingrdquo There is no hiding in team discussions ndash your grade depends on your participation in those discussions
bull Working in teams during class provides you with feedback from a variety of people not just me to your ideasyour effort and your work I believe you will learn more about yourselves from each other than you will fromme
bull Working in teams during class provides you an opportunity to learn how to collaborate with a variety of people in order to accomplish a task ndash an important skill you will need in the professional world
bull Working in teams during class is more FUN than sitting in a class by yourself listening to me drone on and on
What is the Instructorrsquos Policy for Attendance Coming Late to Class Late WorkQuizzes amp Exams etc
It is important to understand that one of the ways in which college is most different from high school is that in high school you might have still been considered ldquoa kidrdquo and as such you might not have been expected to have full responsibility for yourself ndash your parents were also at least partially responsible and your teachers would likely understand if something went wrong or you were really tired or sick and couldnrsquot come to school Incollege you are considered ldquoan adultrdquo If you are over 18 and your parents call the college to find out about or discuss your grades your attendance your extra-curricular involvement your problems with a faculty member etc no one will discuss these topics with them WITHOUT YOUR PERMISSION Your education is now your business ndash and your responsibility We will do everything we can to help you to be successful but we canrsquot do it for you ndash itrsquos really up to you now In high school teachers often took into consideration how much work was being assigned in other classes during the year and might try to ldquostaggerrdquo their assignments so that students were not overwhelmed THIS DOES NOT HAPPEN IN COLLEGE Each faculty member will provide you aschedule of assignments within their syllabus on the first day of class and is your responsibility not theirs tomake sure that the work is done and turned in when it is due One of the best things you can do for yourself during this first week of college is to buy a planner if you do not already have one and copy into the calendar part of it all due dates for all assignments from all of your classes so that you can budget your time accordingly We know that many of you have jobs in addition to your responsibilities as students however your education is your first priority while you are in college and once you begin the semester you have to adjust your work schedule to fit your academic schedule ndash NOT THE OTHER WAY AROUND
94
Here are some of the most important of my policies
Attendance Attendance in class is essential to a successful course experience After three unexcused absences 5 points will be deducted from your existing attendance points for each successive unexcused absence Also since many class periods will be spent in teams working on projects and assignments your absence means you cannot participate which will hurt your team and hurt your grade Quizzes and exams CANNOT be made up another good reason to attend class
Punctuality Class will begin on time and punctuality is expected Students who arrive late disturb the continuity of thought and concentration of others Tardiness is unfair to the members of the class who do make it to class on time and is especially unfair to your team members Also most quizzes and exams will be given at the start of class and cannot be made up nor will you have any additional time to complete them if you are late If you are tardy more than 3 times 3 points will be deducted from your existing attendance points for each successive unexcused late entrance to class Your tardiness may also mean you miss a quiz or exam or have less than sufficient time to complete it
Late WorkAssignments are due on the date specified whether or not the student was absent when the assignment wasassigned andor due LATE WORK IS NOT ACCEPTED AND QUIZZES AND EXAMS CANNOT BE MADE UP except as agreed upon in advance by instructor and student
Quizzes and ExamsThere will be five quizzes given in this course after our Syllabus quiz on the second day of class At the end of the semester I will drop your lowest of those five quiz grades The quizzes will take place at the beginning of the class on the day that your reading for the next course unit is expected to have been completed Quizzes will consist of ten or fewer multiple choice questions that are designed to be quite easy to answer if you have done the assigned reading Additionally you may use your notes from your reading to help you answer the quiz questions No textbooks or readings may be used while taking a quiz ndash only your notes I will provide you with a Unit Notes Outline when I assign reading for a new unit to help you focus your reading and organize your notes This Unit Notes Outline may be kept out on your desk and used during the quiz I will collect and grade your notes twice during the semester the first time will be at the end of the first unit and the second time will be a surprise I do this to ensure that you stay organized and continue to take good notes from your reading and my lectures
On a quiz day you will first take the quiz on your own and turn it in to me to be corrected When all members of a team have finished taking the quiz on their own they will come together to work to answer THE SAME QUIZ as a team submitting only one set of answers that all members of the team have discussed and agreed upon
Teams can ldquoappealrdquo final quiz scores by submitting to me a WRITTEN appeal signed by all team membersidentifying the question they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quiz scores are calculated by adding together your individual quiz score (0-10) your contribution to the teamquiz as assessed by you and your teammates (0-10) and your teamrsquos quiz score (0-10)
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade There are only two exams ndash a midterm and a final ndash and they are taken individually not in teams Make sure you are in class for both of them
95
What is a Concept MapYou will be asked to create three concept maps in this course in place of taking exams for those units A concept map is an illustration that you will create first as an individual and then as part of a team that demonstrates your understanding of the psychological terms and concepts of the unit by showing their relationship to each other Concept maps can be completed using your textbook and your notes Your individual concept map will be due at the beginning of class you will then spend the class period creating a team concept map that all members of the team have discussed and agreed upon As with quizzes a team can ldquoappealrdquo its concept map grade by submitting to me a WRITTEN appeal signed by all team members explaining how they believe they were graded incorrectlyand why The ldquowhyrdquo part of this appeal must include evidence from course readings to support it I will respond to the teamrsquos appeal within two class meetings I think you will enjoy creating concept maps ndash wersquoll make one for fun during our first week of class
Concept map grades are calculated by adding together your individual map grade (0-10) your contribution to the team map as assessed by you and your teammates (0-10) and your teamrsquos map grade (0-10)
Concept maps cannot be made up
96
What is the Instructorrsquos Grading Policy This course provides you with the opportunity to earn 500 points (see Assignment Listing on next page) before any extra credit participation (+) andor attendancetardiness (-) points are factored in Remember excessive absence andor tardiness has a negative impact on your grade ndash SHOWING UP is the first essential ingredient to success in college
A= 465-500+A- = 450-464B+ = 435-449 B = 415-434B- = 400-414C+ = 385-399 C = 365-384C- = 350-364D+ = 335-349 D = 315-334D- = 300-314Anything below 300 is an F
Grades for Work Done in Teams You will work as part of a team for many activities in this course All team activities will be graded by adding together a score for your individual work a score for your contribution to the team and a score for the teamrsquos final product As noted in the previous section on Quizzes and Exams teams can ldquoappealrdquo final quiz or concept map scores by submitting a WRITTEN appeal to me signed by all team members identifying the question or concept they believe was graded incorrectly and why The ldquowhyrdquo part of this appeal must include evidence fromcourse readings to support it I will respond to the teamrsquos appeal no later than the next class meeting
Quizzes and exams cannot be made up however I will drop your lowest quiz grade at the end of the semester before calculating your final grade
Extra CreditThere is only one way in which you can earn ldquoextra creditrdquo points in this course - by responding to classmatesrsquo questions in the ldquoI Have a Questionrdquo online discussion board Each time you either provide the first response to a classmatersquos question or provide an additional response that adds further useful information to help clarify thequestion for your classmate(s) you will receive an extra credit point Over the course of the semester you can earn a lot of extra credit by checking the ldquoI Have a Questionrdquo online discussion board frequently
97
Course Assignments and Due Dates
Assignments Due Dates
Syllabus Quiz (10 pts) 91109Introductions Discussion Board (10 pts) 91109
(Introduction) 91609(Conversation)
Unit 1 ndash Psychology amp the Challenges of Life Quiz (30 pts) 91609Unit 1 ndash Notes Collection (10 pts) 91609Unit 2 ndash Theories of Personality Quiz Part 1 (10 pts) 92509Unit 2 ndash Theories of Personality Quiz Part 2 (10 pts) 93009Unit 2 ndash Theories of Personality Quiz Part 3 (10 pts) 10209Unit 2 ndash Theories of Personality Group Project (50 pts) 101409-101609Midterm Exam (40 pts) 102309Unit 3 ndash The Self Quiz (30 pts) 102809Unit 3 ndash The Self Concept Map (30 pts) 11409Unit 4 ndash Stress Quiz (30 pts) 11609 Unit 4 ndash Stress What It Is How to Manage It and its Effects Concept Map (30 pts) 111809 Unit 5 ndash Motivation amp Behavior Quiz (30 points) 112009Unit 5 ndash Motivation amp Behavior Concept Map (30 points) 12409Unit 6 - Career Project (30 pts) 121609 Final Exam (50 pts) 121709 (8 AM) Class Activities (Fishbowl discussions class survey data interpretations etc) (5 activities 10 ptsea)
As assigned inclass
Due dates for course assignments subject to change at instructorrsquos discretion
Other Important Dates to Be Aware Of
101209 Columbus Day ndash no classes102209 Professional Day for MCC facultystaff ndash no classes 111109 Veteranrsquos Day ndash no classes111309 Last day to withdraw from a class 112709 College closed for Thanksgiving recess ndash no classes 121609 Last day of classes
98
- Structure Bookmarks
-
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
- y
-
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