Directions: Please answer each question in 150 words and each discussion question in 100 words. Must use in-text citation in APA style. This is a STEM Education Course. Discussion: Curiosity is a big part of STEM instruction. How will you encourage curiosity and discovery in your classroom? Response 1: (Instructor asked) how do you learn about each student's "passion?"  In what ways do you discover their true interests with respect to each topic? Response 2: (Stefanie said)- Encouraging curiosity within the classroom may lead down rabbit holes, take a well-designed lesson plan in a different direction, and take the class focus off of what needs to be covered based on testing requirements. When we are curious about things, we ask questions. One question can lead to another and another, which may mean veering off topic, but also increases engagement and curiosity. Planning for extra time in each activity or designated time at the end of class where students can ask their questions can help students to affirm their desire to learn but not deter the whole lesson (Runn, 2016). Encouraging creativity and modeling curiosity help to demonstrate ways to be a lifelong learner and how to remain curious about the world we live in (Runn, 2016). Asking students to find real-life examples for the material being taught requires more work than if the teacher just hands them the information. The way homework is assigned can also be a way to encourage curiosity and discovery, offering students multiple avenues to show what they know and an opportunity to learn in a way that is best for the (Runn, 2016). Paying attention to what really sets a student’s heart on fire, encouraging them to explore new things and helping them to make connections between the information they are learning in class and how it could help and influence their future is one of the most important pieces of teaching. Some students may be more curious than others, but stay present and fight to create passionate, curious students, one class at a time (Runn, 2016). Response 3: (Haley said)- There are different types of curiosity that students may develop while they are in school including "joyous exploration, need to know curiosity, social curiosity, accepting anxiety curiosity, and thrill-seeking curiosity," (Eva, 2018). In order to help students explore their curiosity of a subject it is important that we, as educators, endorse their love of knowledge and encourage their curiosity. Curiosity has been described as having a hungry mind, and the need or want to know more information on a topic, content, or subject matter. Students that are more curious are more likely to excel in the classroom because they are more motivated to learn. When we become curious it causes more retention of knowledge. To encourage this in the classroom, it is important to welcome questions and risk taking. Some students may be shy or uncomfortable with challenging themselves or speaking out loud. We should encourag ...

1. Directions: Please answer each question in 150 words and each
discussion question in 100 words. Must use in-text citation in
APA style. This is a STEM Education Course.
Discussion: Curiosity is a big part of STEM instruction. How
will you encourage curiosity and discovery in your classroom?
Response 1: (Instructor asked) how do you learn about each
student's "passion?" In what ways do you discover their true
interests with respect to each topic?
Response 2: (Stefanie said)- Encouraging curiosity within the
classroom may lead down rabbit holes, take a well-designed
lesson plan in a different direction, and take the class focus off
of what needs to be covered based on testing requirements.
When we are curious about things, we ask questions. One
question can lead to another and another, which may mean
veering off topic, but also increases engagement and curiosity.
Planning for extra time in each activity or designated time at the
end of class where students can ask their questions can help
students to affirm their desire to learn but not deter the whole
lesson (Runn, 2016).
Encouraging creativity and modeling curiosity help to
demonstrate ways to be a lifelong learner and how to remain
curious about the world we live in (Runn, 2016). Asking
students to find real-life examples for the material being taught
requires more work than if the teacher just hands them the
information. The way homework is assigned can also be a way
to encourage curiosity and discovery, offering students multiple
avenues to show what they know and an opportunity to learn in
a way that is best for the (Runn, 2016).
Paying attention to what really sets a student’s heart on fire,
encouraging them to explore new things and helping them to
make connections between the information they are learning in
class and how it could help and influence their future is one of
the most important pieces of teaching. Some students may be
more curious than others, but stay present and fight to create

2. passionate, curious students, one class at a time (Runn, 2016).
Response 3: (Haley said)- There are different types of curiosity
that students may develop while they are in school including
"joyous exploration, need to know curiosity, social curiosity,
accepting anxiety curiosity, and thrill-seeking curiosity," (Eva,
2018). In order to help students explore their curiosity of a
subject it is important that we, as educators, endorse their love
of knowledge and encourage their curiosity. Curiosity has been
described as having a hungry mind, and the need or want to
know more information on a topic, content, or subject matter.
Students that are more curious are more likely to excel in the
classroom because they are more motivated to learn. When we
become curious it causes more retention of knowledge. To
encourage this in the classroom, it is important to welcome
questions and risk taking. Some students may be shy or
uncomfortable with challenging themselves or speaking out
loud. We should encourage all types of communication, open
dialogue, and lots of discussion in the classroom. Diversity is
also extremely important to have in the classroom from
educational backgrounds, culture, and subject matter. We live in
a world where it is always going to be diverse, and we should
be welcoming to all types of diversity. To encourage diversity
in the classroom we must first show that we prioritize all
backgrounds of knowledge. We can do this by learning about
our students prior educational history, their culture, and what
they find interesting. While we have a curriculum that w e must
follow by the end of each year, it is important to incorporate
subject matter and people that the students are interested in. The
more interest leads to more engagement/motivation, and
therefore leads to more success.
Discussion Question 2: Inquir y-based instruction can be
challenging for some teachers. Teachers often like to correct
students during the learning process. How can this stop the

3. learning process for students? What steps can a teacher take to
ensure that he or she is allowing students to discover learning
without teacher interference?
The Applied Personality Project requires you to critically
analyze personality information found in the popular media in
relation to empirical research, personality theory, and your own
life. You will demonstrate that you are an intelligent consumer
of personality research and can think critically about
personality theory, assessment, and research in relation to your
daily life.
The Applied Personality Project consists of four components:
Component 1: Summary and Analysis of Popular Media Article
or Current Event
You will start by locating a popular media article, video or
current event that is relevant to personality psychology.
Relevant topics may include personality theory, assessment, use
of assessment results, personality disorders, or personality
research. Your article or current event must have been
published (or occurred) within the last six months. For this
component of the assignment, you will use information found in
the popular media. This includes articles or events distributed
via social media, blogs, videos (e.g., Ted Talks), television
shows, newspaper reports, magazines, and similar sources.
For example, the LA Times published a report of identical
triplets separated at birth in a secret psychology study to
understand the relative influence of nature and nurture in
personality development (“The surreal, sad story behind the
acclaimed new documentary, 'Three Identical
Strangers'”: https://www.latimes.com/entertainment/movies/la-
et-mn-three-identical-strangers-documentary-20180702-
story.html). An article such as this would be appropriate for
your target article/event.
Provide a two-page summary and analysis of the article/event
that addresses the following questions:

4. · What is the focus of the article/event?
· Why is this article/event relevant now?
· What is the relationship between this article/event and
personality psychology?
· What are the key conclusions, questions, or issues relevant to
this article/event?
· What questions remain unanswered in relationship to this
article/event?
Your summary and analysis should be written as a coherent
essay (do not format as a list of answers to these questions).
You may include additional insights in your analysis, but you
must address these key issues. In addition, you must provide a
hyperlink to the article/event that you are focusing on; if the
article/event is not online, you must provide a complete citation
so that the instructor can view your article/event.
Component 2: Research Article Application
The next step is to find an empirical, primary-source journal
article that is relevant to your article/event. Empirical, primary-
source articles are original reports of research published in
scholarly journals (such as the Journal of Personality and Socia l
Psychology). You will use the UMGC library database to find
primary-source, empirical research. To find a relevant article,
you will use personality terms, ideas or theories discussed in
your article/event as key words in your library database search.
It is your responsibility to make sure that the journal article you
select is appropriate. If you are unsure about the relevance of
your article, contact your instructor for approval. Articles must
meet the following criteria:
· Primary research – Articles should report the results of an
original research study (no meta-analyses, summaries, editorials
or theoretical articles).
· Refereed – Articles must come from peer-reviewed journals
found in the UMGC library.
· Personality focus – Articles must be relevant to personality
psychology.
· Recent – Articles must have been published within the last 10

5. years.
For example, the following would be a relevant primary-source,
empirical journal article for investigating the influence of
nature and nurture on personality:
McCrae, R. R., Costa, P. T., Jr., Ostendorf, F., Angleitner, A.,
Hřebíčková, M., Avia, M. D., … Smith, P. B. (2000). Nature
over nurture: Temperament, personality, and life span
development. Journal of Personality and Social
Psychology, 78(1), 173–186. https://doi-
org.ezproxy.umgc.edu/10.1037/0022-3514.78.1.173
Write a three-page summary, analysis, and application of the
journal article that addresses the following questions:
· What is the purpose of this research?
· How did the researchers investigate their research question?
· Are the conclusions of the study appropriate? Has the author
overemphasized or under-emphasized any findings?
· What are the key strengths and weaknesses of this study?
· How does this research add to our understanding of
personality or personality theory?
· How does this study inform your popular article/event?
· Do the conclusions of this research align with the message of
your article/event?
Your summary, analysis, and application should be written as a
coherent essay (do not format as a list of answers to these
questions). You may include additional insights in your
analysis, but you must address these key issues.
Component 3: Connection to Personality Theory
The third step is to analyze your popular article/event in
relation to three different theories that we explored throughout
the course. For each theory, you will want to explore the
relevance (or lack thereof) for understanding your article/event.
Write a one- to two-page analysis for each of your three
theories that includes the following information:
· Brief overview of theory (up to two paragraphs with
appropriate citations)
· Discussion of how the theory either supports and explains

6. your article/event OR how the theory offers an alternate
understanding of your article/event
· Analysis of the value of the theory for understanding
personality in the context of your article/event
Component 4: Personal Relevance
The last step is to reflect upon the popular article/event,
research, and personality theory in relation to your own life.
Write a three-page reflection and analysis that addresses the
following questions:
· How is the material in this article/event relevant to your life?
· What can you learn from the personality theories or research
relevant to this article/event?
· Does the article/event or research challenge any of your old
opinions? Or does it challenge you to form any new opinions?
· How can you apply what you have learned about personality
research or theory to better understand your life? What is the
practical value to understanding personality research or theory?
· What concerns do you have about the article/event, personality
research, or personality theory?
Your reflections should be written as a coherent essay (do not
format as a list of answers to these questions). You may include
additional insights in your reflection, but you must address
these key issues.
Assignment Guidelines
Prepare your assignment according to the following guidelines:
· Structure your assignment utilizing APA style; this includes
title page, headers, subheadings, in-text citations, reference
page, and general paper format (1-inch margins, double-spaced,
12-point font, etc.). An abstract is not required. (Excellent
guidance on utilizing APA style can be found in our classroom's
Course Resources -> Writing Resources.)
· Submit as a single document (do not submit each component
of the paper separately) in either Microsoft Word, PDF, or RTF
format.
· Utilize the following subheadings to organize the body of your
paper:

7. · Summary and Analysis
· Research Application
· Personality Theory
· Theory 1: (name the theory)
· Theory 2: (name the theory)
· Theory 3: (name the theory)
· Personal Reflection
· Include three to five references (one should be the research
article utilized in your analysis).
· Your final paper should be approximately 13 to 16 pages:
· Title page (1 page)
· Body of paper
· Summary and Analysis (2 pages)
· Research Application (3 pages)
· Personality Theory
· Theory 1 (1-2 pages)
· Theory 2 (1-2 pages)
· Theory 3 (1-2 pages)
· Personal Reflection (3 pages)
· Reference page (1 page)