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Unformatted text preview: MUSE Seminar Assessment Summary
HUMAN UNDERSTANDING AND DEVELOPMENT Barbara J. Conry, PhD Department of Kinesiology San Jose State University GE Learning Objective 1 Students shall recognize the physiological, social/cultural, and psychological influences on their well-being Successful activities/assignments
physiological, psychological, social/cultural influences on well-being1 Quiz, Midterm, Interactive assignments (Scramble) Stress Log: Students record stressors and discuss their physiological, psychological, emotional, and social/cultural responses to these stressors. Cognitive, social/cultural, psychological, physiological interventions that mitigate the harmful effects of stress & enhance well being. Students identify interventions & coping methods Successful activities/assignments Effects of Stress Psycho-physiological effects increase in heart rate, respiration rate, and blood pressure vascular constriction, muscle spasms, decrease in lymphocytes Psychological Type A behaviors (anger/hostility, excessively competitive, hurry sickness), performance anxiety (poor grades), withdrawn & shy, anxiety, eating disorders, low self esteem social isolation, peer disputes, occupational stress, gang related crimes, family disruptions, Social GE Learning Objective 2 Students shall recognize the interrelation of the physiological, social/cultural, and psychological factors on their development across the lifespan Successful activities/assignments (Stressors across the lifespan) Class Activity: In small groups, students identified stressors
encountered by different age groups children, adolescents, college stress middle aged adults & older adults How groups might reduce the negative impact of these stressors physiological, psychological, and social/cultural interventions Successful activities/assignments (Stressors across the lifespan) Stressors: Adolescents peer pressure, grades and academic achievements, gang affiliation, physical appearance, domestic conflict, neighborhood crime, financial concerns, loneliness health problems, health care issues, prescription drugs, financial concerns, acculturation, fear of death, fear of dependency, loneliness, social & civic integration Stressors: Older Adults GE Learning Objective 3 Students shall use appropriate social skills to enhance learning and develop positive interpersonal relationships with diverse groups & individuals Successful activities/assignments
Social skills & positive interpersonal relationships Group project regarding Campus Resources Interview diverse individuals in silicon valley to discuss their work-related stressors and viable stress reduction interventions Attend a minimum of 3 MUSE workshops GE Learning Objective 4 Student shall recognize themselves as individuals undergoing a particular stage of human development and recognize how their well-being is affected by the university's academic and social systems, and how they can facilitate their development within the university environment Well-being affected by University's academic and social systems 4 University Resource Assignment: Students were assigned to diverse groups Investigate 3 campus resources Oral presentations (Power Point) and written paper presentations critiqued by peers Single grade for each group Well-being affected by University's academic and social systems 4 Skills Required for Group Project social interaction/cooperation critical thinking show how resource can be beneficial reflection (individual & group) motivational skills oral and written skills MUSE Learning Objective 1 Students should be able to understand and demonstrate the skills necessary to be a university scholar Successful activities/assignments
MUSE Objective 1-University Scholar Research Paper Minimum of two to three primary resources Proper integration & synthesis of information Restates textual concepts in his/her own words Understanding of what constitutes plagiarism Feedback and revisions for final submission
Preliminary draft submitted MUSE Learning Objective 2 Students should understand and gain knowledge of what it means to be a member of a metropolitan university (engaged in the campus and community) Successful activities/assignments
Member of a metropolitan university2 Muse workshops (3 minimum) University library tour What's metropolitan about the King Library? Rich resources and cultural history in the library Access to Data Bases Interview diverse individual in the community Emphasize the importance of service-learning and volunteerism Assessment Activity Summary General Education Briefly summarize areas where assessment activities have indicated that students have had difficulty in meeting the GE learning Objectives (in particular areas other than writing) Difficulty in meeting GE Learning Objectives Understanding Physiological Stress Responses Course Modification to Address Difficulties [GE objectives] Developed a worksheet to reinforce concepts Students complete extra credit quiz before exam to receive feedback on understanding of physiological responses to stress Assessment Activity Summary MUSE Briefly summarize areas where assessment activities have indicated that students have had difficulty in meeting the MUSE Learning Objectives (in particular, areas other than writing) Assessment Activities indicate Difficulty in Meeting MUSE Learning Objectives Critiquing web-based material Using primary resources for research paper Learning the art of paraphrasing Assessment Activity Summary MUSE Briefly summarize course modification that are planned or have been implemented to address any difficulties in meeting MUSE Learning Objectives that were summarized in the previous question Course Modification to Address Difficulties Used a check list for critiquing different web-base material Synthesizing information from primary resources by: identifying five key concepts and discussing the relevance of each concept orally in one's own words then in written form Inclusion of Content Objectives HUD In light of what you have learned from your assessment activities, please give some examples of activities/assignments that have been particularly effective in incorporating issues of diversity into the seminar Effective Activities/Assignments
Diversity Issues - Responses to Stress Age groups [stressors & interventions] differences & commonalities
Social isolation Financial Appearance Both Seniors + adolescents Gender differences in responding to stress Fight or flight vs. tend & befriend Diversity Issues Ethnicity - - different behavioral styles when responding to stress Assertive vs. passive Holds back anger vs. expresses anger Acts unilaterally vs. acts as a group For diverse cultural groups How structured inequities cause stress Gender, race, age, sexual orientation, disability Inclusion HUD Content Objectives Effective in Meeting Writing Goals Preliminary draft for research practice & feedback Ability to identify key concepts (primary resources) Discuss them orally & then in written form Activities that work Area E - HUD # 1 Stress Log & Final Review Session "Tie Together" interdisciplinary concepts Physiological, Psychological, Social/Cultural Contests & Prizes # 2 Campus Resource Assignment Intellectual & Social vitality of Campus Occupational Stress or Lifespan Paper #3 Research Skills & Scholarship Library Resources (primary) required ...
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This note was uploaded on 02/10/2010 for the course ADN 105 taught by Professor Aaa during the Spring '07 term at 東京大学.
- Spring '07