This syllabus outlines the course The Art of Self-Coaching for the 2018-19 Winter Quarter. The course will be taught by Ed Batista on Thursdays and consist of 9 class sessions covering topics like change, attention, emotion, and self-coaching techniques. Students will complete weekly written assignments reflecting on course concepts and their personal experiences. Grades will be based on attendance, assignment completion, and quality. The goal is to help students continue self-coaching after graduation to guide their personal and professional growth.
The Art of Self-Coaching @StanfordBiz Fall 2016 SyllabusEd Batista
The Art of Self-Coaching is a course that I designed and taught for the first time at the Stanford Graduate School of Business in Spring 2015. I define self-coaching as the process of guiding our growth and development, particularly through periods of transition. I currently teach two sections of the course at the GSB, one in Fall Quarter and one in Spring Quarter.
This document is the latest syllabus, and you can find condensed versions of my slide decks, and references to course readings and related materials on my site: http://www.edbatista.com/the-art-of-self-coaching-course.html
Many thanks to the 72 GSB students who've taken the course so far (and whose feedback made it better), and thanks in advance to the 36 new students who have signed on for Fall 2016--I'm eager to explore this material with them.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Winter 2018 SyllabusEd Batista
This document provides the syllabus for a course on self-coaching taught by Ed Batista. The 10-week course meets on Tuesdays and focuses on helping students continue coaching themselves after graduation. Classes involve lectures, exercises, discussions, and coaching conversations. Students complete weekly written assignments reflecting on course concepts and materials. Grades are based on attendance and assignments. Topics covered include change, attention, emotion, happiness, and more. Readings are drawn from sources on positive psychology, coaching, and personal growth. The syllabus outlines course objectives, policies, assignments, and the schedule of topics and readings for each class.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Spring 2018 SyllabusEd Batista
This is the syllabus for the Winter 2018 section of The Art of Self-Coaching at the Stanford Graduate School of Business. I launched this course in 2015 and now teach three sections of it each year.
The Art of Self-Coaching - Spring 2015 SyllabusEd Batista
This document is a syllabus for a self-coaching course taught by Ed Batista at the Stanford Graduate School of Business. The course meets weekly on Fridays from April to June and focuses on helping students continue their personal and professional development after graduation without formal coaching resources. Grades are based on attendance, weekly writing assignments reflecting on course materials and experiences, and a final paper summarizing learning. Each class covers concepts like change, emotions, happiness, resilience, and endings through a mix of lectures, exercises, discussions and coaching conversations.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Fall 2017 SyllabusEd Batista
The Art of Self-Coaching is a course that I designed and taught for the first time at the Stanford Graduate School of Business in Spring 2015. I define self-coaching as the process of guiding our own growth and development, particularly through periods of transition. I currently teach three sections of the course at the GSB, one each in Fall, Winter and Spring Quarters.
This document is the latest syllabus, and you can find condensed versions of my slide decks, and references to course readings and related materials on my site: http://www.edbatista.com/the-art-of-self-coaching-course.html
Many thanks to the 144 GSB students who've taken the course so far (and whose feedback made it better), and thanks in advance to the 36 new students who have signed on for Fall 2017--I'm eager to explore this material with them.
The Art of Self-Coaching @StanfordBiz Spring 2017 SyllabusEd Batista
The Art of Self-Coaching is a course that I designed and taught for the first time at the Stanford Graduate School of Business in Spring 2015. I define self-coaching as the process of guiding our own growth and development, particularly through periods of transition. I currently teach two sections of the course at the GSB, one in Fall Quarter and one in Spring Quarter.
This document is the latest syllabus, and you can find condensed versions of my slide decks, and references to course readings and related materials on my site: http://www.edbatista.com/the-art-of-self-coaching-course.html
Many thanks to the 108 GSB students who've taken the course so far (and whose feedback made it better), and thanks in advance to the 36 new students who have signed on for Spring 2017--I'm eager to explore this material with them.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Spring 2019 SyllabusEd Batista
This is the syllabus for the Spring 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 1: BEGINNINGSEd Batista
This is a condensed slide deck from my Winter 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html
The Art of Self-Coaching @StanfordBiz Fall 2016 SyllabusEd Batista
The Art of Self-Coaching is a course that I designed and taught for the first time at the Stanford Graduate School of Business in Spring 2015. I define self-coaching as the process of guiding our growth and development, particularly through periods of transition. I currently teach two sections of the course at the GSB, one in Fall Quarter and one in Spring Quarter.
This document is the latest syllabus, and you can find condensed versions of my slide decks, and references to course readings and related materials on my site: http://www.edbatista.com/the-art-of-self-coaching-course.html
Many thanks to the 72 GSB students who've taken the course so far (and whose feedback made it better), and thanks in advance to the 36 new students who have signed on for Fall 2016--I'm eager to explore this material with them.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Winter 2018 SyllabusEd Batista
This document provides the syllabus for a course on self-coaching taught by Ed Batista. The 10-week course meets on Tuesdays and focuses on helping students continue coaching themselves after graduation. Classes involve lectures, exercises, discussions, and coaching conversations. Students complete weekly written assignments reflecting on course concepts and materials. Grades are based on attendance and assignments. Topics covered include change, attention, emotion, happiness, and more. Readings are drawn from sources on positive psychology, coaching, and personal growth. The syllabus outlines course objectives, policies, assignments, and the schedule of topics and readings for each class.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Spring 2018 SyllabusEd Batista
This is the syllabus for the Winter 2018 section of The Art of Self-Coaching at the Stanford Graduate School of Business. I launched this course in 2015 and now teach three sections of it each year.
The Art of Self-Coaching - Spring 2015 SyllabusEd Batista
This document is a syllabus for a self-coaching course taught by Ed Batista at the Stanford Graduate School of Business. The course meets weekly on Fridays from April to June and focuses on helping students continue their personal and professional development after graduation without formal coaching resources. Grades are based on attendance, weekly writing assignments reflecting on course materials and experiences, and a final paper summarizing learning. Each class covers concepts like change, emotions, happiness, resilience, and endings through a mix of lectures, exercises, discussions and coaching conversations.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Fall 2017 SyllabusEd Batista
The Art of Self-Coaching is a course that I designed and taught for the first time at the Stanford Graduate School of Business in Spring 2015. I define self-coaching as the process of guiding our own growth and development, particularly through periods of transition. I currently teach three sections of the course at the GSB, one each in Fall, Winter and Spring Quarters.
This document is the latest syllabus, and you can find condensed versions of my slide decks, and references to course readings and related materials on my site: http://www.edbatista.com/the-art-of-self-coaching-course.html
Many thanks to the 144 GSB students who've taken the course so far (and whose feedback made it better), and thanks in advance to the 36 new students who have signed on for Fall 2017--I'm eager to explore this material with them.
The Art of Self-Coaching @StanfordBiz Spring 2017 SyllabusEd Batista
The Art of Self-Coaching is a course that I designed and taught for the first time at the Stanford Graduate School of Business in Spring 2015. I define self-coaching as the process of guiding our own growth and development, particularly through periods of transition. I currently teach two sections of the course at the GSB, one in Fall Quarter and one in Spring Quarter.
This document is the latest syllabus, and you can find condensed versions of my slide decks, and references to course readings and related materials on my site: http://www.edbatista.com/the-art-of-self-coaching-course.html
Many thanks to the 108 GSB students who've taken the course so far (and whose feedback made it better), and thanks in advance to the 36 new students who have signed on for Spring 2017--I'm eager to explore this material with them.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Spring 2019 SyllabusEd Batista
This is the syllabus for the Spring 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 1: BEGINNINGSEd Batista
This is a condensed slide deck from my Winter 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html
Ed Batista, Interpersonal Dynamics (aka Touchy Feely) @StanfordBiz, Class 2: ...Ed Batista
This is a condensed slide deck from the second class in my section of Interpersonal Dynamics (aka Touchy Feely) at the Stanford Graduate School of Business in Winter Quarter 2017.
Ed Batista, Interpersonal Dynamics (aka Touchy Feely) @StanfordBiz, Class 8: ...Ed Batista
This is a condensed slide deck from the eight class in my section of Interpersonal Dynamics (aka Touchy Feely) at the Stanford Graduate School of Business in Winter Quarter 2017.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 9: ENDINGSEd Batista
The document outlines the agenda and topics for a self-coaching class. The agenda includes small group discussions, partnerships, and a closing session. Some of the topics discussed are endings and transitions, habits, practice, moments, and gratitude. Quotes are provided on these topics from various authors to provide guidance and perspective on self-coaching.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Class 10: ENDINGSEd Batista
This is a condensed slide deck from the tenth (and final) class of my Fall 2016 section of The Art of Self-Coaching at the Stanford Graduate School of Business.
There is an art to giving and receiving feedback. To get better, feedback is necessary – but it also can backfire if handled poorly. This session is for managers and non-managers and addresses the art of feedback and working with subordinates or peers/team members.
This document discusses principles for providing effective feedback. It recommends giving both positive and negative feedback in a specific, constructive, kind, and honest manner. Feedback should be given privately and as soon as possible after an event. When giving criticism, suggest alternative behaviors and encourage reflection. Barriers to effective feedback include fear of upsetting the recipient or lack of respect for the feedback source. Overall, following principles like giving specific examples can help teachers provide proper feedback to students.
This document discusses providing effective student feedback. It begins by introducing feedback, advice, and evaluation. It then provides a model for praising student strengths while using an appropriate ratio of feedback to advice. Several resources on effective feedback are listed. The document defines feedback, advice, and evaluation. It provides an example to illustrate the difference between feedback and advice. It also discusses what makes for good versus bad feedback, using examples. Key challenges for those providing homework feedback are discussed, as well as characteristics of good feedback.
Motivational interviewing is a counseling technique used to encourage behavior change by helping subjects identify personal reasons for making changes. It is based on the stages of change model and involves expressing empathy, developing a discrepancy between current behavior and goals, avoiding argumentation and rolling with resistance, and supporting self-efficacy. The core principles include expressing understanding of the subject's perspective, creating an awareness of how current behaviors do not align with goals, shifting perspectives when met with resistance rather than confronting, and emphasizing the subject's ability to change.
This document discusses giving and receiving feedback. It covers:
1. The benefits of feedback such as improved performance and building better relationships.
2. Different learning styles like activists, reflectors, theorists and pragmatists and how these may impact receiving feedback.
3. Tips for both giving and receiving feedback effectively, including being specific, focusing on behavior not personality, and using active listening skills.
4. Potentially difficult scenarios for giving feedback and things to watch out for like biases. Regular practice is emphasized for developing feedback skills.
- Feedback is a continuous process that is important for success, but unhelpful feedback can lead to demotivation and impede learning, while constructive feedback taken in the right spirit can foster growth.
- There are approaches like the "sandwich approach" and "start-stop-start method" that are commonly used to give feedback.
- How feedback shapes our own feedback-giving depends on individual factors like the words used, the experience of the receiver, and the environment. Feedback aims to direct self-reflection and self-actualization.
The document discusses challenges that may be faced when collecting information to analyze performance in volleyball as part of a personal development plan. Some key challenges identified are ensuring the accuracy, reliability, and practicality of the methods used to collect information, as well as ensuring the methods are specific enough to assess the intended physical factors. Before collecting information, students should consider these challenges, such as using video recording over live observation to improve accuracy, collecting multiple videos to increase reliability, using straightforward methods to improve practicality, and choosing methods appropriate to their ability level and the intended physical focus.
The document provides information on feedback in physical education. It defines feedback as information used for improvement and explains its importance in alerting performers to what they are doing well and what needs improvement. Two main types of feedback are discussed: intrinsic feedback, which is the physical feel of movement as performed, and extrinsic feedback, which comes from external sources like coaches. Effective feedback is feedback that is provided promptly by a reliable source, balances positives and negatives, avoids excessive information, and includes strategies for improvement. The document uses examples from sports to illustrate these feedback concepts.
Giving and Receiving Constructive Feedback Powerpointhortykim
What is constructive feedback?Why give constructive feedback?How to give effective constructive feedback.The sandwich method.How to effectively receive effective feedback.
The document discusses giving and receiving feedback within a team environment. It provides guidance on coaching skills and key principles for feedback, including that all team members share responsibility for helping each other improve. It outlines best practices for giving feedback, such as doing so privately and focusing on correcting issues rather than punishing. When receiving feedback, the document advises being open and viewing it as a way to grow, rather than a personal attack.
This document provides information on collecting and analyzing data related to the emotional factor in physical education. It discusses why collecting information on the emotional factor is important, including to identify strengths and weaknesses and to set appropriate goals. It also outlines some common methods for collecting both quantitative and qualitative data on emotions, such as questionnaires, observations, and interviews. The document aims to guide students through understanding the emotional factor and collecting relevant data to analyze performance and progress in this area of physical education.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Fall 2018 Syllabus Ed Batista
This syllabus outlines the course "The Art of Self-Coaching" taught by Ed Batista. The course consists of 10 weekly sessions focused on helping students continue self-coaching after graduation. Topics include change, attention, emotion, and self-development practices. Students complete weekly writing assignments and work in pairs/groups. Grades are based on attendance, assignments, and demonstrating personal learning and application of concepts. The course aims to provide tools for lifelong self-guided growth.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Fall 2019 SyllabusEd Batista
This is my syllabus for the Fall 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, Interpersonal Dynamics (aka Touchy Feely) @StanfordBiz, Class 2: ...Ed Batista
This is a condensed slide deck from the second class in my section of Interpersonal Dynamics (aka Touchy Feely) at the Stanford Graduate School of Business in Winter Quarter 2017.
Ed Batista, Interpersonal Dynamics (aka Touchy Feely) @StanfordBiz, Class 8: ...Ed Batista
This is a condensed slide deck from the eight class in my section of Interpersonal Dynamics (aka Touchy Feely) at the Stanford Graduate School of Business in Winter Quarter 2017.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 9: ENDINGSEd Batista
The document outlines the agenda and topics for a self-coaching class. The agenda includes small group discussions, partnerships, and a closing session. Some of the topics discussed are endings and transitions, habits, practice, moments, and gratitude. Quotes are provided on these topics from various authors to provide guidance and perspective on self-coaching.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Class 10: ENDINGSEd Batista
This is a condensed slide deck from the tenth (and final) class of my Fall 2016 section of The Art of Self-Coaching at the Stanford Graduate School of Business.
There is an art to giving and receiving feedback. To get better, feedback is necessary – but it also can backfire if handled poorly. This session is for managers and non-managers and addresses the art of feedback and working with subordinates or peers/team members.
This document discusses principles for providing effective feedback. It recommends giving both positive and negative feedback in a specific, constructive, kind, and honest manner. Feedback should be given privately and as soon as possible after an event. When giving criticism, suggest alternative behaviors and encourage reflection. Barriers to effective feedback include fear of upsetting the recipient or lack of respect for the feedback source. Overall, following principles like giving specific examples can help teachers provide proper feedback to students.
This document discusses providing effective student feedback. It begins by introducing feedback, advice, and evaluation. It then provides a model for praising student strengths while using an appropriate ratio of feedback to advice. Several resources on effective feedback are listed. The document defines feedback, advice, and evaluation. It provides an example to illustrate the difference between feedback and advice. It also discusses what makes for good versus bad feedback, using examples. Key challenges for those providing homework feedback are discussed, as well as characteristics of good feedback.
Motivational interviewing is a counseling technique used to encourage behavior change by helping subjects identify personal reasons for making changes. It is based on the stages of change model and involves expressing empathy, developing a discrepancy between current behavior and goals, avoiding argumentation and rolling with resistance, and supporting self-efficacy. The core principles include expressing understanding of the subject's perspective, creating an awareness of how current behaviors do not align with goals, shifting perspectives when met with resistance rather than confronting, and emphasizing the subject's ability to change.
This document discusses giving and receiving feedback. It covers:
1. The benefits of feedback such as improved performance and building better relationships.
2. Different learning styles like activists, reflectors, theorists and pragmatists and how these may impact receiving feedback.
3. Tips for both giving and receiving feedback effectively, including being specific, focusing on behavior not personality, and using active listening skills.
4. Potentially difficult scenarios for giving feedback and things to watch out for like biases. Regular practice is emphasized for developing feedback skills.
- Feedback is a continuous process that is important for success, but unhelpful feedback can lead to demotivation and impede learning, while constructive feedback taken in the right spirit can foster growth.
- There are approaches like the "sandwich approach" and "start-stop-start method" that are commonly used to give feedback.
- How feedback shapes our own feedback-giving depends on individual factors like the words used, the experience of the receiver, and the environment. Feedback aims to direct self-reflection and self-actualization.
The document discusses challenges that may be faced when collecting information to analyze performance in volleyball as part of a personal development plan. Some key challenges identified are ensuring the accuracy, reliability, and practicality of the methods used to collect information, as well as ensuring the methods are specific enough to assess the intended physical factors. Before collecting information, students should consider these challenges, such as using video recording over live observation to improve accuracy, collecting multiple videos to increase reliability, using straightforward methods to improve practicality, and choosing methods appropriate to their ability level and the intended physical focus.
The document provides information on feedback in physical education. It defines feedback as information used for improvement and explains its importance in alerting performers to what they are doing well and what needs improvement. Two main types of feedback are discussed: intrinsic feedback, which is the physical feel of movement as performed, and extrinsic feedback, which comes from external sources like coaches. Effective feedback is feedback that is provided promptly by a reliable source, balances positives and negatives, avoids excessive information, and includes strategies for improvement. The document uses examples from sports to illustrate these feedback concepts.
Giving and Receiving Constructive Feedback Powerpointhortykim
What is constructive feedback?Why give constructive feedback?How to give effective constructive feedback.The sandwich method.How to effectively receive effective feedback.
The document discusses giving and receiving feedback within a team environment. It provides guidance on coaching skills and key principles for feedback, including that all team members share responsibility for helping each other improve. It outlines best practices for giving feedback, such as doing so privately and focusing on correcting issues rather than punishing. When receiving feedback, the document advises being open and viewing it as a way to grow, rather than a personal attack.
This document provides information on collecting and analyzing data related to the emotional factor in physical education. It discusses why collecting information on the emotional factor is important, including to identify strengths and weaknesses and to set appropriate goals. It also outlines some common methods for collecting both quantitative and qualitative data on emotions, such as questionnaires, observations, and interviews. The document aims to guide students through understanding the emotional factor and collecting relevant data to analyze performance and progress in this area of physical education.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Fall 2018 Syllabus Ed Batista
This syllabus outlines the course "The Art of Self-Coaching" taught by Ed Batista. The course consists of 10 weekly sessions focused on helping students continue self-coaching after graduation. Topics include change, attention, emotion, and self-development practices. Students complete weekly writing assignments and work in pairs/groups. Grades are based on attendance, assignments, and demonstrating personal learning and application of concepts. The course aims to provide tools for lifelong self-guided growth.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Fall 2019 SyllabusEd Batista
This is my syllabus for the Fall 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Winter 2020 SyllabusEd Batista
This is my syllabus for the Winter 2020 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
The Art of Self-Coaching @StanfordBiz Spring 2016 SyllabusEd Batista
In 2015 I designed and taught The Art of Self-Coaching at the Stanford Graduate School of Business for the first time, and in Spring 2016 I'll be teaching it again.
This document provides an overview of the ENGL 208 Spring 2019 Personal & Exploratory Writing course. The course aims to help students explore their ideas, beliefs, and experiences through personal writing assignments. Students will read widely from different authors and topics and complete regular writing assignments. The instructor's philosophy is to hold students to a high standard to improve their writing and communication skills. The course will involve daily writing, weekly assignments, leading a class discussion, and working in groups. Students will learn various writing techniques and refine their writing process. The goals are to develop skills in different writing types, analysis, storytelling, and writing mechanics.
This document provides an overview of an introductory undergraduate course on small group communication. The course will cover topics like group structure, conflict management, problem solving, leadership, and communication technologies. Students will learn theories and complete experiential activities and assignments to develop critical thinking skills. The goals are to provide exposure to theories, apply them to real groups, analyze group processes, improve group work skills, and lead discussions. Students will work in groups on a case study project and presentations. The course also includes individual assignments, an exam, and a creative project. Requirements, grading, policies, and the topic schedule are outlined.
Contemporary Issues in Adulthood and Aging PSY 340.01.docxmaxinesmith73660
Contemporary Issues in
Adulthood and Aging
PSY 340.01
CUNY SPS, Online B.A. Psychology
Spring 2020
Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
Contemporary Issues in Adulthood and Aging PSY 340.01.docxaidaclewer
Contemporary Issues in
Adulthood and Aging
PSY 340.01
CUNY SPS, Online B.A. Psychology
Spring 2020
Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
Welcome to the Master of Science in NursingFamily Nurse Practitio.docxphilipnelson29183
Welcome to the Master of Science in Nursing/Family Nurse Practitioner (MSN/FNP) program!
Orientation
This required 5-day orientation will prepare you to begin the MSN/FNP program by helping you do the following:
· Become familiar with the University of Phoenix classroom.
· Identify program requirements and university policies.
· Prepare for the clinical portions of the program.
· Examine Professional Standards for ethical behavior.
· Review research and writing expectations for master-level students.
· Explore university resources that will set you up for success.
About the MSN/FNP Program
The Master of Science in Nursing/Family Nurse Practitioner (MSN/FNP) program is designed for current RNs who want to expand their clinical practice and have a more direct impact on health care. The curriculum emphasizes comprehensive care and illness prevention while focusing on the unique health care needs of the patient throughout the life span. On program completion, MSN/FNP graduates are eligible to take the National Family Nurse Practitioner Certification Exam through the ANCC or AANP.
Industry Alignment
The MSN/FNP program was designed with input from employers to align with leading industry organizations, standards, and certifications. The program:
· Is accredited by the Commission on Collegiate Nursing Education (CCNE)
· Aligns with The Essentials of Master’s Education in Nursing (AACN, 2011)
· Aligns with Quality & Safety Education for Nurses (QSEN): Graduate level KSA competencies (Knowledge/Skills/Attitudes)
· Incorporates elements of ANA Professional Standards
· Practice Codes and Ethics
· Ethical Decision Making
· Aligns with the National Organization of Nurse Practitioner Faculties (NONPF) criteria for evaluation of nurse practitioner programs
Alignment With the School of Nursing’s Vision and Mission
Our vision in the School of Nursing is to be a standard of excellence in educating and empowering individuals to improve the quality of health care in their communities and the industry.
Our mission is to provide educational opportunities that embody the value of caring, excellence in practice, and leadership in the nursing profession.
The MSN/FNP program allows students to gain advanced nursing knowledge in role preparation through a professional nursing framework that supports the advancement and use of evidence-based practice. Throughout the curriculum, students are encouraged to solve real-world problems and make a positive impact on the quality of health care in their communities by embodying the values of our mission: caring, excellence in practice, and leadership in the nursing profession.
2. Assignments, Attendance, and Participation
The following policies apply to students in all University of Phoenix courses.
Assignments
To receive credit for assignments, they must be submitted to the classroom no later than 11:59 p.m. Arizona Time on the assignment due date. If you foresee a circumstance in which you may not be able to submit an as.
GSU 1010 FALL SYLLABUS -- Humanities- Culture Production and Contemporary EventsHannah Spadafora
This document provides information for a New Student Orientation course at Georgia State University. It includes the instructor's contact information, required textbooks, an introduction to college and what students will learn, course expectations and learning outcomes, policies on accommodations, academic honesty and diversity, and the course schedule. Students will learn about academic resources, community involvement opportunities, and personal growth through discussions, activities and assignments designed to facilitate their successful transition to college.
This document is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
This presentation provides an overview and introduction to the FYE 101-First Year Experience course taught online. The instructor, Mary Jo Davis, outlines the course objectives, topics, assignments, policies, and expectations. Over the course of 8 weeks, students will participate in discussions, reflections, group work, and individual assignments to help acclimate to university life and resources, examine goals and career paths, and develop skills for academic success. Students are encouraged to contact the instructor or refer to the syllabus for any additional questions.
1 HGED 676 Student Development Theory II1 The grea.docxtarifarmarie
1
HGED 676: Student Development Theory II1
“The great aim of education is not knowledge, but action” ~ Herbert Spencer
Spring 2013 | Lago N102 | Tuesday & Thursday, 2:10-5:00 pm
Instructor Natasha N. Croom, Ph.D. | [email protected] | 515.294.4916 | N247E
TAs Lorraine Acker, M.S. | [email protected] (Section I)
Aja Holmes, M.S. | [email protected] (Section II)
Office Hours By appointment only (for all)
Accommodations
Students with (dis)abilities that may affect participation in this course are invited to contact the Student
Disability Resources (SDR) office, located in Student Services Building, Room 1076. The phone number is
515.294.7220. Additionally, students are encouraged to speak with the instructor so that every plausible effort
can be made to arrange appropriate accommodations.
Course Objective, Organization, & Content
This is a topical discussion based course concerned with social identity development theory. A stated goal of the
student affairs profession is to maximize student learning through the facilitation of the many aspects of
personal and interpersonal development. To accomplish this goal, student affairs professionals must have a clear
understanding of the developmental issues facing students and the process by which development occurs. They
must also be aware of factors that effect development and be able to work with individuals, groups, and
organizations within the diverse campus community to establish environments conducive to the development of
students from a variety of backgrounds. Knowledge of theories of social identity development and the
application of principles of social justice in college settings will assist student affairs professionals in
accomplishing these goals.
This course is organized around concepts of individual level social identity theories and systemic level theories
of intersectionality, privilege, and power. Each week the class will be engaged in activities and discussion about
particular individual-level identity theories (race, ethnicity, gender, sexual orientation, class, ability, spirituality)
with particular attention paid to how these identities intersect and the social and systemic implications of
identity.
Class Expectations & Policies
Class will start promptly at 2:10 p.m. You are expected to be in your seat and ready to begin class at this time.
Arriving late to class is disruptive and disrespectful to your classmates and instructor(s). If a prior commitment
will affect your ability to arrive on time, please notify the instructor prior to class.
Class participation is an expectation of all of us. Given that participation and engagement are crucial to the
success of this course, you are expected to refrain from the use of cell phones and laptops in class. The use of
cell phones, particularly text messaging is inappropriate and disruptive. If your work or personal situations
require you to be “on c.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document provides the syllabus for an online social psychology course taught at Winston Salem State University in the fall of 2008. It outlines the course objectives, structure, requirements and policies. The key points are:
1) The course is designed to introduce students to theoretical approaches in social psychology and increase awareness of different views on interpersonal and group behavior.
2) Students will learn about research methods in social psychology and apply concepts to understand social issues.
3) Assessments include weekly readings, quizzes, exams, and discussion board posts on contemporary issues in social psychology.
This document is a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
SYLLABUS_2015SEX AND GENDERUNIVERSITY OF COLORADO DENVER.docxdeanmtaylor1545
SYLLABUS_2015
SEX AND GENDER
UNIVERSITY OF COLORADO DENVER
DENVER CAMPUS – Online class
SOCIOLOGY – SOCY 3080 - SECTION 001
FALL 2018
WORTH: 3.0 credit hours
Instructor: Allison-Scott Pruitt
Office Hours: Since this is an online course, there are no formal office hours. I am happy to set up phone or video chats if you need to talk.
My Email: [email protected] (I usually check my email at least once a day. However, please give me 24-48 hours to respond to your email).
Cell Phone: 303-961-1791 (Please only TEXT and only in extreme academic emergencies directly related to this class).
*You are responsible for the knowing the content of this syllabus. Therefore, you should read it carefully on your own and come talk to me immediately if you have any questions.*
COURSE DESCRIPTION
In this class we will look at the causes and consequences of sex role differentiation at the individual, group, and societal levels. Current issues related to changing norms and values concerning gender in modern society are examined. This course is cross-listed with WGST 3080.
COURSE OBJECTIVES
· Demonstrate a basic understanding of gender studies concepts.
· Identify and critically analyze current theoretical ideologies concerning sex and gender.
· Demonstrate an understanding of the systems of gender inequality in such institutions as: family, education, the workplace, the media and politics.
· Apply gender study knowledge to one’s critical thinking and problem-solving skills.
CONTENT ADVISORY
A certain level of discomfort is typical in many sociology classes. This course deals with themes and content that may make you uncomfortable or disturb you. This content includes (but is not limited to): discussion of sex and sexuality, racism, explicit language, and religion. If you have concerns about your ability to participate, please let me know. If at any point in the semester you have responses or reactions that are difficult to sort out, it can be useful to talk them over with someone you trust. We are all responsible for maintaining a safe, respectful learning environment.
COURSE OUTLINE
1. Defining Sex and Gender
2. Theories Sex and Gender
3. Gender/Sex Socialization
4. Masculinities
5. Femininities
6. Gender/Sex Variation
7. Sexuality
8. Gender, Sex, and Work
9. Pathologizing, Policing, and Punishing Sex and Gender
10. Gender, Sex, and the Body
REQUIRED MATERIALS
1. Margolis, Jane and Allan Fisher. 2002. Unlocking the Clubhouse: Women in Computing. Cambridge, MA: MIT Press.
2. Green, Jamison. 2004. Becoming a Visible Man. Nashville, TN: Vanderbilt University Press
3. Access to a Netflix account for films
There are also a selection of REQUIRED readings and videos posted on Canvas (see Topics and Reading Schedule at end of syllabus).
COURSE REQUIREMENTS
DISCUSSION BOARDS: Since we do not have in-person meetings, your participation in the course will be through discussion boards. There are two discussion boards per week, due on Wedn.
This document provides information about a small group communication course being offered in the fall semester of 2015. It includes details about the instructor, course description and goals, assignments, grading structure, and class schedule. The main goals of the course are to define small group communication principles and theories, analyze and improve communication behaviors in groups, develop critical thinking skills for group processes, competently report group outcomes, and select and evaluate source materials for group presentations. Graded assignments include group reports, individual papers, quizzes, a group project, and a final exam. Students will participate in small group activities and discussions throughout the semester.
In this unit, students are introduced to communication methods for the course, assignments, and policies. They are instructed to introduce themselves on the discussion board, read the syllabus and communication guidelines, and respond to two classmates' introductions. The grading scale and late policies are also outlined. Late assignments will receive a 20-30% deduction, and no work will be accepted more than two weeks late without extenuating circumstances. The writing center is available to help with papers and can be accessed through the Kaplan homepage or academic support tab.
Similar to Ed Batista, The Art of Self-Coaching @StanfordGSB, Winter 2019 Syllabus (20)
A discussion of concepts related to group effectiveness, behavioral norms and emotional intelligence, as well as a related exercise for groups to conduct in 60-90 minutes.
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