Course Outline

Faculty of Management & Social Sciences

Course Code (ID) PSYC1014

Course Title: Introduction to Psychology

Credits: 3

Sections: Online

Course Instructor: Xunan Quetzal (MSc) – Section O1

Course Facilitators Ms Lynmara Rosado – Section O1.1
Ms Yazurie Bodden - Section O1.2
Ms Aida Escobar – Section O1.3
Ms Diandra Burgos – Section O1.4

Program: General

Semester: 2020-2

Class Meeting Times: Online

Class Venue: Asynchronous

Pre-requisites: N/A

Co-requisites N/A

Field trip(s): ( ) Yes (X) No

Office Location FMSS Building, Room 204

Office Hours: By Appointments

Telephone: 822-1000 Ext. 261

E-Mail Address: [email protected]
Ms Lynmara Rosado (O1.1 – [email protected]) ,
Ms Yazuire Bodden (O1.2 [email protected])
Ms Aida Escobar (O1.3 [email protected])
Ms Diandra Burgos (O1.4 [email protected])

Resources
Required Text: Kalat, J.W. (2017). Introduction to Psychology (11th ed.). Available through UB
bookstore for rental.

Recommended Text:/s Gleitman, H., Gross, J. &Reisberg, D. (2011). Psychology New York, NY: Norton &
Company, Inc.

Other Resources: Moodle

Course Description:
This three hour credit course is designed to expose students to the field of psychology. As an introductory course, it ad-
dresses the basic principles and concepts of/and provides an overview of the field of psychology. Throughout this course
is an emphasis in developing an understanding of psychology as the science of cognition and human behavior. Special
attention is given to providing a general understanding of the affective, behavioral and cognitive processes of human be-
havior. Topics surveyed include but are not limited to research methodology, consciousness, motivation, learning, cogni-
tion, physiology, personality theories, and human development. It also explores the application of psychological principles
and concepts to business, social and personal life in Belize.

Course Intended Learning Outcomes (CILOs)

Student will be able to:
1. Discuss scientific psychology and its limitations.
2. Apply the perspectives of psychology to interpret behavior.
3. Analyse major psychological theories.
4. Explore underlying biological causes of human behavior.
5. Evaluate two major learning theories.
6. Explore the developmental theories and supporting evidence.
7. Describe stress, effects, and evaluate coping methods.
8. Describe the experience of emotions, using two major theories.
9. Describe the conscious experiences.
10. Demonstrate an appreciation for individual differences
11. Demonstrate an appreciation for diversity’s impact on development and behavior.
12. Evaluate research findings and think critically to problem solve.
13. Analyse the social influences on individual behaviour.

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 Course Schedule
Date Topics/Sub-topics Teaching Strategies Readings and Assign- Assessment and
and Activities ments Due Dates
WEEK 1 Course Outline Plagiarism Activity Course outline Plagiarism Tutorial:
18 – 24 Plagiarism & APA Complete plagiarism tuto- completion shot due
January Review assessments rial. **Ungraded, re-
E-learning training E-learning training quired to complete
forums**
WEEK 2 Intro to Psych 25 – 31 Jan
25 – 31 Jan Overview of Psychology Required Readings:
- Psychology Audio clips Provided via moodle
- Figures in Psychology Readings via links, pdf Chapter 1 Pgs 3- 6
- Perspectives & Careers of Chap 1 Pgs 15 - 22
Psychology Chap 1 Pgs 6 – 13
General Points in Psych
- Major Philosophical Issues
in Psych

WEEK 3 Biological Basis Videos: neural commu- Chapter 3 Pgs 56 – 64 31 Aug – 6 Sept
1 – 7 Feb Neurons (types, structures, nication Chap 3 66 – 72
communication Chapter 3 Pgs 73- 84
Neurotransmitters Readings
- categories Quiz 1: Neuron, Neuro-
- types PPTs: Drugs transmitters, Neural Com- Quiz 1: Bio Basis 1
- functions Brain begins & con- munication 7th – 12th Feb.
Psychoactive Drugs cepts

WEEK 4 Biological Basis Assigned Readings Chapter 3 Pgs 56 – 64 7 – 13 Sept

8 - 14 Feb Nervous System PPT
- branches & functions Tables/diagrams Chap 3 66 – 72
Endocrine System
- hormones & functions Chapter 3 Pgs 73- 84
The Brain
- regions & roles TEST 1:
- split brain, Test 1: Modules 1 & 2 14 - 21 Feb by
- plasticity. 11:59

WEEK 5 Personality Group Discussion Chapter 14 Pgs 451 – 460

15 – 21 Psychodynamic theories Chapter 14 Pgs 463 – 469 Final Group Pro-
Feb - Freud Scenarios ject:
- Psychosexual Stages - Per- Work Roster/Log
sonality Structures due: 17 Feb, 11.59
- Defence Mechanisms Quiz 2: Psychosexual
- Overview of alternate the- Videos stages, Structures, defense Quiz 2: 19 – 24 Feb
ories mechanisms 11.59 p.m.

WEEK 6 Personality
22 – 28 Trait Theories
Feb - Traits vs States Assignment 1: Big
- Trait Model (Big 5) 5 Essay
- Genetic Influence 7th March 11.59
- Environmental Influences

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WEEK 7 Learning 14 Sept
1–7 Classical Conditioning Practice Quiz: un-
March - Principles graded/optional 22 Feb, 11.59
- Phenomena

WEEK 8 Learning Activity Chapter 6 Pgs 194 - 205 9 March Holiday

8 – 14 Operant conditioning Video Clips
March - Principles Forum 1: 14 March.,
- Phenomena of operant Forum 1: Operant Condi- 11:59pm
conditioning Application to Beliz- tioning TEST 2:
- Schedules/shaping ean social context 14 – 21 March
11:59

WEEK 9 Human Development . Chapter 5 Pgs 148 – 160

15 – 21 Prenatal Development
March - 3 stages of development
- threats to fetal develop- Video Clip: perceptual
ment development
- Vision
- Auditory Interactive ppts
- Learning & Memory
Cognitive Development
- Piaget’s Stages Quiz 3: (Cognitive, Prena- Quiz 3:
Social & Emotional Devel- tal) 19 – 24 March,
opment 11.59 p.m.

WEEK 10 Human Development Activities: Chapter 5 Pgs 148 – 160

22 – 28 - Erikson’s Stages
March Attachment: Group applications
- measuring,
-types, Forum 2 due: 28
- contributing factors March, 11.59 p.m.
- effects
Adolescence Chapter 5 Pgs 163 - 169
- identity development
- personal fables
- Adulthood (stages) Forum 2: Adolescence
- Psychology of Death

29 – 5 EASTER BREAK
April

WEEK 11 Social Psychology Activities Chapter 13 Pgs 415 – 416 8 April –

6 – 11 - Conformity Video clips Chapter 13 Pgs 442 – 444 Draft of Final due
April - Asch’s conformity study (see assignment de-
- findings, analysis, ethics Chapter 13 Pgs 444 - 448 tails)
Obedience & Authority Movie Provided 11 April: Revised
- Milgram’s Experiment Work Roster and
- findings, analysis, ethics Logs due.
- roles & rules
- Zimbardo’s Prison Experi-
ment Forum 3: 1 Nov
- findings, analysis and eth- Forum 3: Social Psych 2020, 11:59pm
ics

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 WEEK 12 Social Psychology Activities Chapter 13 Pgs 415 – 416
12 – 18 - Conformity Video clips Chapter 13 Pgs 442 – 444
April - Asch’s conformity study
- findings, analysis, ethics Chapter 13 Pgs 444 - 448
Obedience & Authority Movie Provided
- Milgram’s Experiment
- findings, analysis, ethics
- roles & rules
- Zimbardo’s Prison Experi-
ment Test 3 TEST 3
- findings, analysis and eth- 18 – 25 April, 11:59
ics

WEEK 13 Consciousness Chapter 10 Pgs 321 – 330

19 – 25 - the circadian rhythm &
April brain mechanisms
- the rhythms of sleep,
stages
- morning & evening peo-
ple Quiz 4: 23 – 28
- Jet lag & shifts May, 11:59pm
- Functions of sleep
- Sleep abnormalities Quiz 4

WEEK 14 Emotions & Stress Chapter 12 Pgs 378 – 392 Bonus: 2 May 2021
26 – 2 May - Measuring Emotions 7
- Theories of Emotions
- Models of Emotions
- Facial Expressions
- Emotions & Morality Chap 12 Pgs 402 – 409
- Emotional Intelligence
Stress
- Selye’s conception
- Selye’s Model Quiz 5: 30 – 4 May,
- Stress effects Quiz 5 11.59
- Coping with Stress

WEEK 15 GROUP FINAL PROJECT GROUP FINAL PRO- GROUP FINAL PRO- Video: DUE 9th May
3 – 7 May PREPARATIONS JECT PREPARA- JECT PREPARATIONS 2020
TIONS Peer Evaluations:
10th May 11.59

Week 16 Study Days

8 – 12 May

13 – 20 EXAM SESSION
May

Course policies and regulations

1. Academic Honesty: The administration of student discipline in the university community is a responsibility
shared by students, faculty, and administrative staff. The University of Belize Academic Honesty Policy outlines

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 the University’s expectations for the integrity of student’s academic work, the procedures for resolving alleged
violations of those expectations, and the rights and responsibilities of students and faculty throughout the process.
All students are expected to conform to the Academic Honesty Policy. Lecturers are expected to consult with aca-
demic department chairpersons to prevent and respond to violations of the Academic Honesty Policy. Students
wishing to dispute a charge of academic dishonesty or a sanction made upon them because of such allegations can
do so by appealing to the Dean of Student Affairs to invoke the Discipline Appeals Process as detailed in the Stu-
dent Handbook. (Please visit www.ub.edu.bz for a full description of violations to the Academic Honesty Policy
and sanctions.)

2. Class Attendance: Students are expected to attend all sessions, and to be on time. Students must attend at least
80% of class sessions. Unexcused absences beyond this point may result in a reduction in your grade. You must
provide the necessary documentation for any other absences e.g. doctors certificate if you are ill. You are ex-
pected to participate fully in class discussions and come to class prepared to contribute to class discussions and
group work. Because participation in class is imperative for success, each student’s final grade will be positively
or negatively affected based upon the number of class sessions they attend. Absent students are responsible for
obtaining class notes, handouts, and activities, as well as any other pertinent information.

If an instructor is late to class, the students are required to wait for the instructor at least fifteen minutes after the
scheduled start of the class period. If the instructor has not arrived by that time, the students are free to leave un-
less specifically notified to await the instructor's arrival.

3. Disability Consideration: Where necessary, and with adequate notice, instructors are required to make special
arrangements, to allow students with special needs to participate in assessment without being placed at a disad-
vantage, for example use of enlarged fonts or Braille. Students requiring such considerations must be medically
certified as having a specified special need.

Class Policies

1. Punctuality: Kindly make every effort to arrive on time to all sessions. Walking into a session late is unprofes-
sional and distracting to the rest your colleagues. If you will be late for any session, please inform the instructor
via an e-mail, telephone call, or text message.

2. Professional Ethics: In your fieldwork and/or class activities, you are expected to conduct yourself in an ethical,
legal, and professional manner.

3. Readings: Readings will be assigned. You will be expected to attend the class session prepared to discuss the
readings from the required text and/or any additional readings assigned. The aim is to enhance your understand-
ing and skills related to these materials and to enable you to share your understanding with class members. As-
signed readings must be completed prior to the class for which they are intended.

4. Writings: The ability to write clearly and effectively is essential to a profession. Written assignments represent
your best professional abilities and excellence. Assignments must be written in Standard English. Written assign-
ments should be typed and carefully proofread. Pages that are disorganized and contain errors in grammar,
spelling, syntax, or typing will receive reduced grades. All written work should adhere to the APA /MLA style as
directed by the instructor.

5. Cell phones: As courtesy to your classmates and instructor, please have cell phones turned off throughout class
time. If an urgent matter arises that requires you to have your cell phone on (on vibrate), please inform the in-
structor before the session.

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 6. Missed of late Assignments: Students are expected to do all class assignments, and turn them in on time. If prior
approval for late assignment is not granted by the instructor, points will be deducted from that assignment or the
assignment will not be accepted.

7. Technology: Students are required to utilize word processing programs to complete all assignments.Internet and
electronic mail systems will be used as needed to develop strategies, facilitate class discussion, and enhance com-
munication between professor and students.

Grading Scale

The final grade will be assigned in adherence with the University of Belize’s Grade Policy. Thus, final grades
will be computed using a combination of semester grades (quiz, essays, tests, presentations, blog, wiki, quizzes,
e-portfolio/ portfolios) and a final examination. The final letter grade will be assigned using the following Uni-
versity Grading Scale:

95-100 A 80-84 B 65-69 D+

90-94 A- 75-79 C+ 60-64 D
85-89 B+ 70-74 C 0-59 F

Tests
Tests will be administered at online. Each test will be posted via Moodle and you will have the option of taking sitting this
test any time within the allotted time frame. For example, if it is opened for a week, you can attempt this test ONCE during
the week. These will consist of multiple choice questions from two modules per test. It must be completed and submitted
via Moodle.

Class Activities and Assignments

Assignments
Assignment 10%
Personality Essay (10%)
Tests (3 x 12%) 36%
Forums 10%
Quizzes (4 x 3%) 12%
Final Group Project 32%
1. Video Presentation 27%
2. Peer Evaluation (Individual) 5%
TOTAL 100%

Details for each Assignments

- Late submissions: can be submitted up to 48 hours late WITH point deduction as follows. AFTER 48 hours, will
not be accepted except if there is a valid, documented medical/death related absence.
24 hours - 10 points from grade earned
48 hours - 20 points from grade earned
***These may not be reflected immediately in Moodle, but will be deducted in final calculations***
- Maintain professionalism and objectivity! Reflective writings should still follow a specific theory, framework,
and concept.

- It’s an academic discipline, and you must use research, evidence and correct terms.

- All assignments should be submitted using Moodle. If a student submits the wrong file or a file with no name this

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 is considered a 0 and failure to submit the assignment. Studnets MUST properly name files (if you are not certain
how to do this, then CLICK HERE

- Please note, you may not submit via whatsapp, imessage, facebook or any other social media. Only official
UB emails should be used for communication.

- All written submissions MUST be in APA formatting.

- Please note that it is your responsibility to ensure that you have the required time to complete quizzes and
tests. You are responsible to ensure that there are no interruptions/breaks just as if you were in the class-
room during a test. Leaving the test before completion is equivalent to submitting and leaving the room -
which means you can’t resume the test!

- The final assessment cannot be submitted late. Exam policy will apply.
- All electronic copies should be submitted using Moodle. If a student submits the wrong file or a file
with no name this is considered a 0 and failure to submit the assignment. Please review your files
carefully.

- PLAGIARISM: students who plagiarise will immediately be granted a 0 for the assessment. In
group assignments, all group members will be awarded a 0.

ASSIGNMENT DETAILS
All graded assessments can be found on Moodle under “learning assessments”.

Ungraded: Plagiarism activity.

Students are required to complete the tutorial and quiz on Plagiarism. This is required before completing any written as-
sessment (forums or essays). This is to ensure that no student is found guilty of plagiarism, which results in an immediate
0 and potential further disciplinary action.

Bonus: This course has one bonus assignment for the semester. It is a reflective essay, due. 2 May 2021. Details will be
posted to Moodle.

Graded
1. Forums: Each forum is based on a specific module. This is an individual assessment, and each student must re-
pond to the question or topic provided for the fourm on moodle. These are based on the concepts covered, and pro-
vide students the opportunity to analyse and apply the concepts to your lives, or Belize. This has two parts.
a. Each post should be well developed, properly organized, and formatted with references. (part 1)
b. Each post should be 300 – 450 words. This does not include the references. (part 1)
c. Each student is required to choose ONE other post and write 5 – 7 sentences explaining if you agree/disagree
with the post and why. (part 2)
Rubric posted moodle, and are rated directly through the moodle system. Due dates listed in course schedule for
each forum. The questions and requirements for each forum are posted to Moodle as well.

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 Criteria Unacceptable Acceptable Good Excellent
0 Points 1 Point 2 Points 3 Points

Initial Assign- Posts no assignment. Posts adequate assignment Posts well developed as- Posts well developed
ment Posting with superficial thought signment that addresses all assignment that fully
and preparation; doesn’t aspects of the task; but addresses and devel-
address all aspects of the lacks full development of ops all aspects of the
task. concepts. task.

Content Posts information that is off- Repeats but does not add Posts information that is Posts factually correct,
Contribution topic, incorrect, or irrelevant substantive information to factually correct; lacks full reflective and substan-
of Original to discussion. the discussion. development of concept or tive contribution;
Post thought. advances discussion.

Follow-Up Posts no follow-up responses Posts response that pro- Elaborates on an existing Demonstrates analysis
Posting to to others. vides shallow contribution posting with further com- of others’ posts; re-
classmates to discussion (e.g., agrees ment or observation but sponse is properly
or disagrees only); does not does so by repeating origi- supported.
enrich discussion. nal post. OR with minimal
support.

References & Includes no references or Uses anecdotal, or opinions Incorporates some refer- Uses references to lit-
Support supporting experience. to support claims. Sources ences from literature and erature, readings, or
misinterpreted or do not ac- personal (As applicable) ex- personal experience
tually support claims. perience. (As applicable) to sup-
port comments.

Clarity, Me- Posts long, unorganized or Communicates in friendly, Contributes valuable infor- Contributes to discus-
chanics & rude content that may contain courteous and helpful man- mation to discussion with sion with clear, con-
Formatting multiple errors or may be in- ner with some errors in minor clarity or mechanics cise comments format-
appropriate. No APA format- clarity or mechanics. For- errors. APA formatting ted in an easy to read
ting evident. matting evident but not mostly correct. style that is free of
completely accurate. grammatical or
spelling errors. Flaw-
less APA formatting.

2. Quizzes
This course has 5 quizzes in the course schedule. The lowest score will be dropped at the end of the semester. These
are multiple choice, with some true or false questions. These remain open for a specified period of time (see above
course schedule). Missed quizzes cannot be made up without proper, valid, documentation of medical or similar
emergencies. Missed assessments result in 0. Quizzes will not be available for review until the posted closing date.

3. Tests
This course has 3 tests. Each test covers 2 modules. Each test will be open for a specified period of time (see above
course schedule). Missed tests cannot be made up without proper, valid, documentation of medical or similar emer-
gencies. Missed assessments result in 0. Tests will not be available for review until the posted closing date.

4. Assignment 1: Personality (BIG 5) Essay Due 7 April 2021, 11.59

Groups of 7 will be assigned, one paper per group. Each group must choose one famous character or personality in a
book. Each group must write a 3 - 5 page essay analyzing the chosen character using the BIG 5/Five Factor Model. This
must be properly organized, coherent, and formatted per APA. This essay must be original (plagiarism is a violation of
academic policies and may be reported to the office of Student Affairs for disciplinary action.)

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Your essay should:
 Describe that person’s personality fully, remaining relevant to Psychology and the BIG 5.
 Use lots of examples to support the traits selected. For example, if you choose Harry Potter, give examples from
the book that support the traits you think he possesses.
 Give a brief bio of the chosen character.
 Analysis should be based on the content of the Big 5, not merely on personal opinions.
 You may: discuss various portrayals of the dimensions, conflicting portrayals, discuss states – but ensure use of
the correct terms and concepts.
 Include an introduction, body (multiple paragraphs allowed), and a conclusion.
 Include a reference page – the sources should also be cited in the body of the essay.

To submit:
 Develop the essay in google docs using your UB email accounts. All members and lecturer should be given ac-
cess.
 On/before the deadline: download a PDF version of the essay. Upload the PDF file to moodle (only one member
must do so). Provide screenshot to all members as verification.
 All members must complete the peer evaluation below. This is not graded, but may result in a lower grade if a
member does not contribute to the project.

RUBRIC
Good Fair Unsatisfactory
6-4 3.99 - 2 pts 1.99– 0 pts

Accuracy and depth of Paper is focused on the content strictly Some evidence of analysis from the Big 5 per- Unsatisfactory
analysis using Big 5 from a Big 5 perspective. spective. Character is analysed but limited to Little or no use of course content.
Character/personality is analysed using one or two examples, actions or scenarios. Extensive reliance on labelling sce-
multiple areas, not limited to only one Limited exploration of various characteristics. narios, examples, descriptors as
scene or example. Various actions, char- Suggests a limited understanding of content. Big 5 with no support.
acteristics, etc are used in discus- Paper may rely on simply classifying examples Inaccurate use of terms.
sion. Not limited to only one dimension. without full exploration. Inaccuracies in analysis.
Big 5 traits are accurate, demonstrates Paper may focus too much on plot/summary of
understanding of the dimensions. Accu- source.
rate use of terminology. May contain inaccuracies.

Many examples are provided. These are Few examples provided. Some may be relevant. Only one or two accurate examples
Accuracy and quality of relevant, applicable and detailed. Reader Some may be lacking in details, and in some ar- provided. Reader cannot establish
supporting examples. has no trouble seeing connections be- eas reader may struggle to see connection be- link between Big 5 and character
tween examples and course content. tween Big 5 and examples. using the example.
Varied. Repetitive, examples are similar and supporting Examples are inaccurately used to
only one aspect. Some may be inaccurately support link.
used.

Organization and Co- Paper is strongly organized with clear Paper lacks strong organization; jumps around
herence transitions and logical connections that too much or lacks effective transitions; not in log- Analysis is choppy or in cohesive;
create a sense of being tightly woven to- ical order organization is unclear; few effec-
gether. Some transitions may be clear. Sense of flow ab- tive transitions
Flows smoothly from introduction to con- rupt in some areas.
clusion. Easy to read, and tied together May seem disjointed in some areas.
by the conclusion.
Paper maintains a single “voice” from
start to finish.

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 APA Formatting, Me- Matches APA criteria for cover page, cita- Paper has some attempt at formatting, but some Sources do not match reference list.
chanics, & Punctuation, tions, references and organization. errors evident. APA not properly formatted.Stu-
general assignment re- The paper has few or no mistakes in capi- The paper has some mistakes in capitalization, dents do not follow instructions.
quirements met talization, spelling, abbreviations, and ital- spelling, abbreviations, and italics; there are lim- The paper has frequent mistakes in
ics; there are virtually no punctuation mis- ited punctuation mistakes. capitalization, spelling, abbrevia-
takes. Not all requirements are met. tions, and italics; punctuation is of-
Submission follows all instructions and re- ten missing or incorrect.
quirements Paper has little or no attempt at for-
matting.

TOTAL:

Evaluation Form – To be completed by ALL members

Evaluation Rubric

0 1 2 3 4 5

-100% -30% of total group -20% of total group -10% of total group Group members receiving a rating of 4 or 5 will
mark mark mark not be deducted marks.
The person did not The person’s contribu- The person’s contribu- The person attended The person attended There were no issues.
contribute anything to tion to the group pro- tion to the group and group meetings, but group meetings and This group member
the project. Did not at- ject was limited. At- writing was limited. At- their contribution was contributed to the contributed fully to the
tend any meetings. tended some group tended group meet- minimal in comparison group, but did not project and got along
May have been disre- meetings, gave a few ings but did not con- to the other members. meet expectations. No well with members.
spectful to other mem- ideas but did not con- tribute to their sec- Attitude/disrespectful attitude or disrespect Took assigned role
bers. Disengaged. tribute beyond that. tion/role as agreed. comments were to other group mem- seriously and contrib-
Attitude/disrespectful Attitude/disrespectful noted. Assumed their bers. This person as- uted effectively within
comments were comments were role but occasionally sumed their role ap- that role. (eg. roles:
noted. Did not as- noted. kept the group back propriately. leadership, time re-
sume role assigned/ within that role. corder)
agreed on.

A score of zero means that the group member contributed nothing or nothing of value (nothing of value means that you gave your group
something that they could not use for the assignment either because it was plagiarized, illegible, of such poor quality that it was unusable or irrele-
vant). Individuals receiving a zero in phase evaluations receive no marks for the assignment since it is considered a no contribution.

3. FINAL ASSESSMENT – 32% OVERALL

Due: 9th May 2021, 11.59
A. Students in groups will submit ONE video Presentation (click) and one outline (click). (27 %)
i. Work rosters and logs submitted on Feb 17th, 11.59 Click for details
ii. Draft due 8 April 2021, 11.59 p.m. Click here!
iii. For the draft, time keeper and group leader only submit evaluation form 1. Click
B. EACH Student will complete peer Grading Form 2 for group members and submit. (5%) CLICK
C. Group Leader and time keeper also submit completed worklogs for the project. CLICK
i. ***Changes to Roster (roles, tasks, deadlines) and work log should be submitted 3 days after the
draft is due (11 April….). In other words, an updated work log and roster must be submitted, via
google docs link.
D. EACH student will complete Evaluation Form 1 for all other members. CLICK.

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 Psychology Final Project
This assignment will be done in groups of 7. These groups will be randomly assigned by your course
facilitator and are final. Should a member drop the course, then remaining students are still expected
to meet all requirements of the project.
This project has several components. These will be explained in detail below. But first, an overview.
Final Project:
 Each group will develop a 16 – 22 minute video. In this video, students must be visible – any
screen sharing app may be used, including zoom, google meets, similar. NO FACE TO FACE
MEETING is required by ANY member. We actively discourage it, and remind you that COVID-
19 protocols remain in effect.
 In the video, each group will have a short introduction: who are your members?
 Group will then provide first a short summary of Module 1, explaining what Psychology is, it’s
development and it’s lingering challenges.
 The group will then discuss THREE modules (click here for list). You will discuss either the origins
of the theory/concept/framework, or where applicable, the major research/studies. This will
include explanations of the terms, concepts, theories.
o The group will move on to discuss its connection to real life. Use of real, credible, spe-
cific, rich in detail examples must be used in the discussion.
o This will lead to a current discussion on the particular area in psychology.
o Both should be supported with current studies, or research. The students can compare,
contrast, analyse, show how the theory is/is not credible, or other. They will explore if it
provides more insight, new knowledge, new directions for further study, new connec-
tions to real life or any other relevant point.
 Finally, the group will conclude by summarizing their content and findings concisely and
briefly.

A BREAKDOWN, FROM START TO FINISH.

Step 1: Facilitators will assign groups.
 Groups are expected to meet and develop a work roster, and log. This should include roles
taken on by each member, along with detailed, specific tasks that will be done by each
member in order to complete the project.
 This will be submitted two weeks after groups are assigned to the course facilitator via google
docs using the UB email accounts. A PDF version, including the link, should be uploaded to
Moodle. Revised version after draft should be submitted no later than 28 April, 11.59.
Step 2: Groups will develop a draft (submitted 2 weeks prior to due date –8 April 2021, 11.59)
 This is a word document. Copy the link to Moodle. Use the template provided, click here! We are not
reviewing the entire project, but reviewing the plan to ensure quality discussion and use of con-
tent/sources.

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  Include an appropriate cover page, including names, group number, etc. File should be saved using
Group #. Eg: Group #5_DRAFT OUTLINE

Step 3: Using feedback provided, develop your video!

Video will include:

1. Each group will introduce the members. This can be done using video clips stating names, using
images and names. This is flexible, but we need to know who are the members.

2. Discuss Psychology.
 Introduction (content from Module 1) This should include:
o What is Psychology (definition and description)
o Brief description of what Psychology entails, including:
 General points of psychology
 Philosophical issues
 Goals of Psychology
 Development of Psychology – forefathers, schools of thoughts, etc
 Perspectives of Psychology

3. Each group will choose THREE modules covered this semester

For each module, select one of the major sub-topics (concepts)
i.The group will ensure that all terms, concepts, etc are discussed in detail, clearly, for a
non-psychology student to understand/follow the conversation. This must reflect your un-
derstanding, use of proper terminology and DISCUSSION not recitation of content. This will
be done for each module chosen.
ii.Discuss the CONNECTION or RELEVANCE to real life – how does the content you have dis-
cussed connect to YOUR real lives?? In a real way, not just in “it’s how people be-
have”. This should not simply be “an example of neurotransmitters is feeling
awake/alert”. The group must clearly demonstrate a connection to their lives – in other
words, a third former never taking psychology should be able to see why the topic con-
nects to real life. This will be done for each module chosen.
iii.Discuss the current state of your module. What is the current research (this also acts to
support the above point ii). Any new findings, new knowledge, new insight? Have there
been new models, frameworks? Are the theories/models/frameworks still in use, modified,
discredited, applied in new ways to help in some way? Are there new ways in which con-
nections to real life have been demonstrated? This will be done for each module chosen.

4. Conclusion – summarise your video’s content. No new information should be introduced, but
new questions, directions, unanswered questions may be noted here.
5. Reference Page – formatted per APA requirements.
6. OUTLINE: Final Outline requires all 3 Modules to be submitted. Due 9 May.

List of Modules
1. Module 1 – History REQUIRED BY ALL GROUPS

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 a. development of psychology
b. major contributing figures
c. early theories
d. current perspectives

MODULES & CONCEPTS - CHOOSE THREE MODULES FROM THE BELOW LIST

2. Module 2 - Biological Basis

a. Neurons, Neural Communication, Neurotransmitters
b. Nervous System
c. Psychoactive Drugs (types, categories, effects)
d. Endocrine System
e. Brain (regions, functions, processing, plasticity)
3. Module 3 – Learning
a. Classical Conditioning (principles, phenomena, application)
b. Operant Conditioning (principles, phenomena, application)
4. Module 4 – Personality
a. Freud (psychosexual stages, personality structure, defense mechanisms)
b. Big 5 (Five Factor Model)
c. Role of Heredity, Age, Culture, and Cohort in Personality Development
5. Module 5 – Emotions & Stress
a. Emotions (definition, theories of emotion)
b. Stress (definition, General Adaptation Syndrome, health effects, coping)
6. Module 6 – Human Development
a. Pre-natal development, First year of life, and Infancy (visual and auditory perception,
learning and memory)
b. Cognitive Development (Piaget’s stages and concepts)
c. Erikson’s Model
d. Attachment Theory (strange situation, categories, effects, factors)
e. Adolescence, (identity and personal fable), Adulthood, Old Age & Dying
7. Module 7 – Social Psychology
a. Conformity (Asch)
b. Obedience & Authority (Milgram)
c. Roles (Zimbardo)
8. Module 8 – Consciousness
a. Circadian Rhythm (brain mechanisms, effect on alertness and other functions, morning &
evening people)
b. Sleep (functions, stages, problems)
Grading Criteria: Final Video (27%)

Video 10 - 8 7.99-5 4.99 – 2 1.99 – 0

Presentation Excellent Good Fair Poor/Unacceptable

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Introduction Introduction is concise but com- Introduction missing 1 or 2 elements. Introduction missing up to 50% of the Introduction mostly over-
plete. Incorporates relevant theo- Some understanding evident, but not in content. looks required content. No
ries or ideas all areas. Reliance on reciting information sug- understanding of content is
Understanding, familiarity of con- gests limited understanding of con- evident.
tent is evident. tent.

Theoretical Concepts are clearly and accu- Most of the concepts are clearly and ac- Only 1 or 2 concepts clearly and ac- Concepts, if explained/dis-
Content - rately explained and dis- curately discussed, but 1 or 2 require curately discussed. cussed, are inaccurate or
General Con- cussed. All relevant terms, theo- more depth/explanation. Significant reliance on recitation of limited to definition/direct
tent ries, key words or studies are ad- Some reliance on definitions or direct information, definition. recitation.
dressed in discussion. It is clear quotations. Student very rarely shows ability to Almost all areas require
that the concept is fully under- Some areas require more depth/analysis freely discuss the content. more depth/analysis.
stood. Little reliance on definitions Most areas require more depth/anal-
or direct quotations, student is ysis.
able to freely discuss concepts.
Any viewer would be able to follow
the discussion.

Theoretical Content clearly and accurately ap- Majority of the required modules show a While there may be some attempt at No connection to real life
Content and plied to real life. clear connection between content and establishing connection to real life, it made.
connection to Discussion establishes clearly the real life. Some areas may require further is superficial. Relies on stating a If made, it is only a state-
Real Life linkages between concepts and exploration and deeper level of analysis. connection exists, but minimal sup- ment affirming a connec-
real life, that is deeper than just One area may rely on labelling example, port/discussion provided. tion. No discussion, support
because they are under the um- with minimal elaboration or support. Notable reliance on definitions or di- or explanation. No content
brella of psychology. Does not rely rect quotations, student is able to used to support.
on a vague example to discuss freely discuss.
connection. Does not rely on Connection may be mentioned but
simply labelling example as a con- inaccurately discussed.
nection.

Quality of A rich variety of quality primary A rich variety of quality primary sources A mixture of primary and secondary No sources are used or
sources in sources contribute to the discus- contribute to the discussion throughout sources are used. there is an over reliance on
current re- sion throughout the video. No psy- the video. One or two blogs or questiona- secondary/questionable
search. chology.com, aboutpsychol- ble sources are used such as: Simply sources.
ogy.com, verywellmind.com, Psychology, Very well mind etc
coursehero.com, lumenlearn-
ing.com, Wikipedia, blogs, vlogs,
or similar.

Conclusion Concise summary and final Conclusion wraps up most ideas pre- Conclusion does not function as a Conclusion is missing or so
thoughts on project, no new infor- sented but leaves some questions. conclusion. Conclusion presents new unclearly presented that it
mation introduced, presented in ideas OR fails to wrap up ideas pre- is easily missed by the
own words sented. viewer. fails to wrap up
Conclusion wraps up all presented ideas presented.
ideas concisely, ties up all loose
ends

Delivery & Discussion is rich, there may be Some evidence of student not being able Discussion is limited, some evidence No evidence of ability to
Critical comparisons, contrasting, cri- to freely discuss content. of comparisons etc, but not consist- freely discuss content. Re-
Thinking tiques of the current research (or Student faces are clearly visible through ently. liance on paraphrasing ma-
previous, using current research). most of the video but there are gaps. Sources are the core, with minimal terial.
Demonstrates understanding of Good explanation shows good effort. ; analysis. Weak use in supporting Sources not adequately
content, without reliance on para- Discussion promotes romotes the use of connections or drawing conclusions. used to support connec-
phrasing or reciting content. Fo- theories in the video to deliver infor- Notable reliance on paraphrased tions, discussions or draw-
cuses on the camera. mation. content. Evidence of reading. ing conclusions.
Sources are used as a foundation, Inconsistency, or abrupt transitions in Delivery is pure recitation.
with interpretation and analysis content. No interpretation, analysis
evident. evident. Disorganized, re-
Accurate use of information to petitive and/or disjointed.
support connections and conclu-
sions.

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 Little reliance on definitions or di-
rect quotations, student is able to
freely discuss.
Discussions are presented with
minimal reliance on notes, mini-
mal errors.
Students are appropriate, and visi-
ble.
Delivery is in English.

Organization Video presentation is clear and Fairly well organized. Format is easy to Hard to follow the progressions of the Not organized.
& Coherence audio discussion flows smoothly. follow. Project is focused and informa- story. Shows some effort. Difficult to follow. Poor
Shows a continuous progression tive. May be some evidence of repeated quality shows poor effort.
of ideas and tells a complete, eas- Tells a continuous story, but some areas content. Portions may be poorly or-
ily followed story. may be out of sequence or repeated by ganized. Does not inform; does not
Project is focused and very in- presenters. Shows some flaws in flow of Project provides some information stay focused on the topic.
formative; promotes the use of information or segments. and uses course content; has prob-
theories to create the video and lems staying focused on topic.
stimulates interest in the viewer.
There is consistency from start to
finish, despite varied speakers.
Well organized. Excellent, supe-
rior effort

References Information is properly referenced Most, but not all, sources of content are Not all sources of content are cred- No sources are credited.
and/or Cred- in APA style. credited or appropriately referenced. Ti- ited or appropriately referenced. Ti- No titles. No acknowledge-
its References should include all in- tles and acknowledgement of participants tles and acknowledgement of partici- ment of participants.
formation used in the video. is included. pants is missing.
This includes (not limited to): infor-
mation, images and if necessary
to use, music.

Quality, Tran- Video is edited to show quality There are no gaps of visual information Student can be heard but with some Student cannot be seen or
sitions, Crea- scenes. The scenes flow with no sound. difficulty, which distracts from con- heard.
tivity smoothly. Shots and scenes (in- Submission is edited throughout with tent. Reliance on stock images.
clusive of audio) flow seamlessly. quality shots remaining. Some attempt at Video clarity and audio is intermit- Soundtracks overpower/de-
Audio and imagery are in sync. creativity can be noted tent. There are gaps of visual infor- tract from content
The video is creatively con- Good pacing and timing. mation with no sound. Creativity is generally lack-
structed and engaging to the Student faces are clearly visible through Transitions from shot to shot are ing and the quality of the
viewer. some of the video but there are gaps. choppy. There are many unnatural video is lacking. The video
Student can be seen and heard, There are no gaps of visual information breaks and/or early cuts. Poor transi- is generally bland and not
with no distracting soundtrack, no with no sound. tioning may be distracting. engaging.
stock images, no images retrieved Video is a power point with
from google in lieu of student in- no voiceover.
volvement. No transitions between
The video speed is not manipu- clips are used. Shows little
lated unless necessary – discus- no no effort and is roughly
sions delivered at a normal speak- ut together
ing speed.

Draft Polished submission. Properly or- Shows some organization and planning Submission shows minimal organiza- Submission not made.
ganized, shows analysis and criti- (most areas). tion. Some content missing, or re- Submission was made, but
cal thinking. Sources are mostly acceptable. quires revision. missing many ele-
Excellent use of sources and the- Some portions require deeper level of Some evidence of organization and ments/content.
oretical frameworks. analysis and critical thinking. structure. Some analysis, critical Shows no analysis, no
All areas are completed, with few Well put together, following templates thinking and 1-2 credible sources structure or planning. No
errors or need for revision. and instructions in most areas. used in support. Some use of theo- evidence of critical thinking,
Put together using templates pro- retical framework evident. limited/no sources. Reli-
vided, and aligned to instructions. Ignores most requirements or format ance on opinions only.
requirements. Ignores requirements or
format requirements.

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 Group Leader & Time Keeper Evaluation Form

Evaluation Rubric

0 1 2 3 4 5

-100% -30% of total group -20% of total group -10% of total group Group members receiving a rating of 4 or 5 will
mark mark mark not be deducted marks.
The person did not The person’s contribu- The person’s contribu- The person attended The person attended There were no issues.
contribute anything to tion to the group pro- tion to the group and group meetings, but group meetings and This group member
the project. Did not at- ject was limited. At- writing was limited. At- their contribution was contributed to the contributed fully to the
tend any meetings. tended some group tended group meet- minimal in comparison group, but did not project and got along
May have been disre- meetings, gave a few ings but did not con- to the other members. meet expectations. No well with members.
spectful to other mem- ideas but did not con- tribute to their sec- Attitude/disrespectful attitude or disrespect Took assigned role
bers. Disengaged. tribute beyond that. tion/role as agreed. comments were to other group mem- seriously and contrib-
Attitude/disrespectful Attitude/disrespectful noted. Assumed their bers. This person as- uted effectively within
comments were comments were role but occasionally sumed their role ap- that role. (eg. roles:
noted. Did not as- noted. kept the group back propriately. leadership, time re-
sume role assigned/ within that role. corder)
agreed on.

A score of zero means that the group member contributed nothing or nothing of value (nothing of value means that you gave your group
something that they could not use for the assignment either because it was plagiarized, illegible, of such poor quality that it was unusable or irrele-
vant). Individuals receiving a zero in phase evaluations receive no marks for the assignment since it is considered a no contribution.

2. Group Project Peer Evaluation: 10th May, 11.59

Each individual member is required to complete the peer evaluation for each fellow group member. Each member fills this
out and submits individually directly to Moodle.
To complete this:
Download the excel spreadsheet on Moodle. Fill out the names at the TOP and the BOTTOM with your group member’s
names. Assign scores. Don’t worry about adding, the spreadsheet automatically calculates the scores. Upload the single
excel spreadsheet to moodle.
Note, if one student fails to submit this for his/her peers, the non-submitting student will be awarded a 0 for this assessment.
Excel version found on moodle.
Grading Criteria: 5% Overall
Possible Scores
Category For
1 2 3 4 5
Evaluation
Quality of Work: Consider the de- Produces unacceptable Occasionally produces Meets minimum group or Regularly produces work Produces work that con-
gree to which the student team work, fails to meet mini- work that meets minimum project requirements. that meets minimum re- sistently exceeds estab-
member provides work that is accu- mum group or project re- group or project require- quirements and some- lished group or project re-
rate and complete. quirements. ments. times exceeds project or quirements.
group requirements.

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 Timeliness of Work: Consider the Fails to meet deadlines set Occasionally misses dead- Regularly meets deadlines Consistently meets dead- Consistently completes
student team member's timeliness by group. lines set by group. set by group. lines set by group and oc- work ahead of schedule.
of work. casionally completes work
ahead of schedule.

Task Support: Consider the Gives no task support to Sometimes gives task sup- Occasionally provides task Consistently provides task Consistently gives more
amount of task support the student other members. port to other members. support to other group support to other group task support than ex-
team member gives to other team members. members. pected.
members.

Interaction: Consider how the stu- Behavior is detrimental to Behavior is inconsistent Regularly projects appro- Consistently demonstrates Consistently demonstrates
dent team member relates and group. and occasionally distracts priate team behavior in- appropriate team behav- exemplary team behavior.
communicates to other team mem- group meetings. cluding: listening to others, ior.
bers. and allowing his/her ideas
to be criticized.

Attendance: Consider the student Failed to attend the group Attended 1%-32% of the Attended 33%-65% of the Attended 66%-99% of the Attended 100% of the
team member's attendance at the meetings. group meetings. group meetings. group meetings. group meetings.
group meetings. (This includes in
class meetings.)

Responsibility: Consider the ability Is unwilling to carry out as- Sometimes carries out as- Carries out assigned tasks Consistently carries out Consistently carries out as-
of the student team member to signed tasks. signed tasks but never vol- but never volunteers to do assigned tasks and occa- signed tasks and always
carry out a chosen or assigned unteers to do a task. a task. sionally volunteers for volunteers for other tasks.
task, the degree to which the stu- other tasks.
dent can be relied upon to complete
a task.

Involvement: Consider the extent Fails to participate in group Sometimes participates in Takes part in group dis- Regularly participates in Consistently exceeds
to which the student team member discussions and fails to group discussions and cussions and shares rele- group discussion and group expectations for par-
participates in the exchange of in- share relevant material. rarely contributes relevant vant information. sometimes exceeds ex- ticipation and consistently
formation (does outside research, material for the project. pectations. contributes relevant mate-
brings outside knowledge to group). rial to project.

Leadership: Consider how the Does not display leader- Displays minimal leader- Occasionally assumes Regularly displays good Consistently demonstrates
team member engages in leader- ship skills. ship skills in team. leadership role. leadership skills. exemplary leadership
ship activities. skills.

Overall Performance Rating: Con- Performance significantly Performance fails to meet Performance meets all Performance meets all Performance consistently
sider the overall performance of the fails to meet group require- some group requirements. group requirements. group requirements con- exceeds all group require-
student team member while in the ments. sistently and sometimes ments
group. exceeds requirements.

Essays/Written work
Guidelines for writing an essay for this course: You should first develop a plan or outline. Be sure to have an introduc-
tion and conclusion that relate to each other. Also, ensure that the discussion proceeds logically throughout the essay. You
may use headings within the essay if these will improve clarity and organization. To obtain a reasonable grade, you must
demonstrate:
- Familiarity with the relevant readings assigned
- Systematic presentation of issues and ideas
- The ability to link different concepts
- High quality presentation - neatness, spelling, punctuation, grammar, sentence structure
- Your essay should be legibly written
- All written work must include course content

On-Line Sources:
https://owl.english.purdue.edu/
http://www.apa.org/
http://www.ub.edu.bz/ub_libraries/EBSCOhost.php
http://www.duplichecker.com/
http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html

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Work Roster, Logs and Evaluation Forms
I. GROUP ASSESSMENT

To start your group assessment, you must begin with the Work Roster.
As a group, you must do the following:
1. Select a group leader.
2. Develop a Group Roster, which will include a Leader and Time Keeper plus others.
3. Create a Google Drive Doc, and add ALL group members. Track progress in your
groups’ Work Log, including any relevant data.
4. Submit these files on the designated date.

A. The GROUP ROSTER (Roles and Responsibilities):

Your first submission is the Group Roster. The group roster is a list of each group mem-
ber’s role and responsibilities. In your group, you need a group leader, agreed upon by
the entire group. The roster can be developed using specific roles or specific tasks.
REQUIRED ROLES
1. A Group Leader
2. Time keeper
STRONGLY RECOMMENDED
1. Editor
2. fact checker
3. roles that are deemed necessary by your group

In the table below you will see the descriptions for each role listed above. You may
modify the roles as it best suits your group. Be very detailed with your group ros-
ter. You may add tasks that are not outlined in the table below. These should be spe-
cific to the assignment you will complete, showing exactly how you will achieve the
final product as a group.
Ensure that every person knows exactly what their role is in the group. It is the group
leader’s job to negotiate what each role entails. The time keeper is to ensure that a
draft timeline of foreseeable deadlines is submitted along with the group roster.
These dates should allow re-assignment of tasks if necessary, and still meeting the
course designated submission deadlines.

Role Main Responsibility

Group Oversees the project & works with group members to ensure persons
Leader are participating equally. Ensures fairness.

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Ensure that Ensures that each member has a role and task.
your group
leader has The group leader ensures that each member is aware of their
strong lead- task and has an opportunity to submit. If you fail to complete
ership skills your task the group leader can re-assign your task to someone else
and is able to and mark you down in the evaluation for failing to assume your
get along responsibilities.
well with Leads the meetings.
others.
This means that he/she is in charge of setting an agenda (verbal or
written) about what needs to be discussed in the meeting and medi-
ates the meeting. It is still your responsibility to participate. Meet-
ings may be held via google hangouts. Your lecturer may some-
times request a meeting with your group.
The group leader encourages participation.
However, if you choose not to participate the group leader has a re-
sponsibility to report this in the evaluations.

Mediates conflict in the group to the best of their ability.

However, if you lack the basic attitude, good manners & ability
to work within a group it is not the group leader’s fault.

Documents progress along with the time keeper.

This means that he/she is in charge of noting the group activity
(how much you participate, your meeting attendance, your atti-
tude, whether you submit on time or not, the quality of work the
group prepares etc.)

Submits the assessment as per instructions. Shares verification shot

with all members, and shares a copy of file submitted.

Submits one progress documentation at the end of the semester.

Submits an evaluation along with assignment.

Time Keeper Reminds group members of meeting dates & deadlines.

Documents progress throughout the semester.
Ensure that
Ensures all the tasks/content assigned to each member is submitted
your time
by the group-designated deadlines.
keeper is the

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most orga- While a group leader will submit the assignment, it is the time
nized, respon- keeper's responsibility to check that the assignment was actually
sible and submitted.
good with
keeping dead- Records meeting information (attendance, what was discussed, member
lines. participation, etc)

Submits progress documentation at the end of the semester (there are

two submissions: 1 by the group leader and 1 by the time keeper)

Submits updated timeline at the end of the semester.

Works closely with group leader.

Editor Reviews documents before submission to check that the rubric crite-
ria are met.
Ensure your
Makes sure that the document is written in English that makes
editor is good
sense. Makes sure that discussion is conducted in English that is co-
with English.
herent, and can be heard/understood. Ensures that all content is rel-
evant and flows.
Ensures appropriate use of words.
Ensures that APA format is met & that all references are appropriately
written.
After editing is complete sends assignment to the time keeper for as-
signment submission.
You may change your editor. In the event that your group changes editor
this is to be documented in the progress documentation by the time
keeper and group leader.

Eg: Fact Fill in based on task/role as deemed necessary by your group.

Checker

Once you have assigned the major roles it is time to divide the tasks. Each member of
the group must have a task to complete. These tasks should be significant to the
overall project, even if this is a supporting role.

For example, here we have a group consisting of the following persons:

1. Group Leader: Tracy
2. Time Keeper: Omar
3. Editor: Jordan

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 4. Other role…

Below is the breakdown of the general responsibilities of the support team:

Support Assists in completion of assignment.

Member
Each member of the support team is responsible for a task and
should submit their task to the leader in a timely fashion.
In the event that a support team member does not complete
his/her task the leader & leader may mark down that person in
the phase evaluations.

Below is an example of a group roster along with the phase support team’s tasks.
DO NOT COPY THE TABLE BELOW WITHOUT MODIFYING IT FOR YOUR OWN
GROUP.

SAMPLE GROUP ROSTER: You may use this to START, but you MUST modify it with
specifics of YOUR group work and how you plan to achieve the end product.

Role Main Responsibility

 Oversees project.
Group  Works closely with all members of the group to ensure equitable
Leader: share of participation and fairness.
 Encourages participation.
Tracy  Is able to mediate conflict in the group and is able to diffuse any
Smart conflict that arise.
 In charge of progress documentation along with time keeper.
 Leads meetings and ensure there is someone available to lead
should he not be able to.
 Submits one end of semester group work log.
Time  Creates a time-line/schedule for completion.
Keeper:  Reminds individuals of deadlines and meetings if necessary.
 In charge of keeping the group on track with deadlines.
Omar Opti-  Records meetings.
mist  Is in charge of submitting one group Work Log.
 Is in charge of submitting updated timeline.
 Works closely with group leader.
 Ensures submissions are on time.
Editor:  Ensures rubric criteria are met for all assessments.
 Pays particular attention to the use of English, grammatical and
Jordan Ju- otherwise.
dicious  Ensures that the appropriate terms are used and well defined.

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  Ensures that APA format is met.
 Ensures that all references are appropriately written.
support Identify the required tasks to complete the project successfully.
team
tasks:

B. The Work-Log: Create a google drive doc. Add all members to the file.

The work log is developed after the leader is identified. It includes all group members,
and their agreed upon roles and tasks. The Log will, at the start, include dates for sub-
mission by all members - there should be a timeline in your file. It should also include
any meeting dates scheduled, or agreed check-in dates. The agreed on method should
be noted – are you using google meets? Email blasts? Zoom meetings?
During the semester, as these due dates approached, note the progress being made.
Were deadlines met? Did any one require extensions/prompts?
The work log should also include notes from each meeting held.
Information will be added to this Work log as the semester progresses. That is expected.
It is not expected that originally entered due dates will be removed. Instead, note why a
deadline was missed or changed, leaving the original date.

The Work log will essentially provide you a long-term view of how the project will be
completed. Ensure that you take attendance at each meeting, and that you ade-
quately record meetings since you will be submitting a final and completed log at
the time of submission. This log should be visible to all group members.

SAMPLE WORK LOG: THE LOG CAN BE MODIFIED FOR YOUR GROUP NEEDS

BREAKDOWN of TASKS NOTES

MEMBER TASK Due

NAME date
Johnny eg… proofreading content, researching sub-topic 1, find- June Missed first deadline, reminders sent.
ing references, formatting APA 18th
member 2

member 3

member 4

Details as the semester progresses, used to complete the above. Submit both.
Date Topics for dis- Group Notes From Dates when group Assignment due
cussion at the attend- Group Meeting members need to sub- date
meetings ance mit work to prepare
assignment.

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Wednesday Agree to roles, tasks, June 20, 2018
June 20, 2018 First group meet- etc by 4.50 p.m.
3:00p.m – ing…
4:50p.m
June 20 Submission of Members re- June 21 June 21 2018
3:00 p.m – Group Roster, search pro-
4:55 p.m and all identified grammes to com-
tasks with due plete assignment
dates
June 25 Start working on Needs to be submitted June 28, 2018
4:55p.m – the specified by June 26 by 11:55pm.
5:30 p.m tasks
June 26 Scheduled check- No response
4:55- in, follow ups, from Johnny or
5:30p.m meetings.. Jill
June29th Johnny did not Each member submits June 29th
4:55- submit to Editor/Leader, or as
5:30p.m applicable

EVALUATIONS:

FOR THE DRAFT: ONLY THE GROUP LEADER AND TIME KEEPER MUST SUBMIT THE
EVALUATION FORM 1.

FOR THE FINAL PROJECT: ALL MEMBERS SUBMIT THE BELOW EVALUATION FORM 1.
PLUS, ALL MEMBERS COMPLETE GRADING FORM 2.
Evaluations serve to ensure fairness in the distribution of marks. It may make your
group submission grades an individual grade. That is, if one group member received a
low rating evaluation only that group member is penalized. Your group leader will rate
each group member at the end of each phase using the rubric below. If a group member
receives a score of 4 or 5 no marks will be deducted from their group mark. If a score of
3 is assigned 10% of the group grade will be deducted for the individual receiving that
score and so on.

For example, the assignment is worth 60 points. Group 2 scores 58 points. However,
Melissa receives a rating of 1 and everyone else receives 4 & 5 in the evaluation. In this
case, Melissa, is deducted 30% of 60 points from her group score. This means that
Melissa will receive 40 points for her literature review grade while the rest of her group
members will receive 58 points.

This is submitted this via MOODLE submission.

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 EVALUATION FORM 1
Evaluation FORM 1
0 1 2 3 4 5
-100% -30% of total -20% of total group -10% of total Group members receiving a rating of 4
group mark mark group mark or 5 will not be deducted marks.
The person did The person’s The person’s con- The person at- The person at- There were no is-
not contribute an- contribution to tribution to the tended group tended group sues. This group
ything to the pro- the group project group and writing meetings, but meetings and member contributed
ject. Did not at- was limited. At- was limited. At- their contribution contributed to fully to the project
tend any meet- tended some tended group was minimal in the group, but and got along well
ings. May have group meetings, meetings but did comparison to did not meet ex- with members. Took
been disrespect- gave a few ideas not contribute to the other mem- pectations. No assigned role seri-
ful to other mem- but did not con- their section/role bers. Atti- attitude or disre- ously and contrib-
bers. Disen- tribute beyond as agreed. Atti- tude/disrespect- spect to other uted effectively
gaged. that. Attitude/dis- tude/disrespectful ful comments group members. within that role. (eg.
respectful com- comments were were noted. As- This person as- roles: leadership,
ments were noted. sumed their role sumed their role time recorder)
noted. Did not but occasionally appropriately.
assume role as- kept the group
signed/ back within that
agreed on. role.

A score of zero means that the group member contributed nothing or nothing of value (nothing of value means that
you gave your group something that they could not use for the assignment either because it was plagiarized, illegible, of
such poor quality that it was unusable or irrelevant). Individuals receiving a zero in phase evaluations receive no marks for
the assignment since it is considered a no contribution.

In addition, EVERY individual member will evaluate the other members of his/her group
using this GRADING FORM 2. In other words, if your group had 4 members, then you
will evaluate the other 3. All 3 members will also evaluate you. The 3 evaluations will
be averaged, and you will receive this as your final grade. You will be provided with an
excel file for submission. This is submitted only the TA and Course Coordinator.

GRADING FORM 2
Possible Scores
Category For
1 2 3 4 5
Evaluation
Quality of Work: Consider the de- Produces unacceptable Occasionally produces Meets minimum group or Regularly produces work Produces work that con-
gree to which the student team work, fails to meet mini- work that meets minimum project requirements. that meets minimum re- sistently exceeds estab-
member provides work that is accu- mum group or project re- group or project require- quirements and some- lished group or project re-
rate and complete. quirements. ments. times exceeds project or quirements.
group requirements.

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 Timeliness of Work: Consider the Fails to meet deadlines set Occasionally misses dead- Regularly meets deadlines Consistently meets dead- Consistently completes
student team member's timeliness by group. lines set by group. set by group. lines set by group and oc- work ahead of schedule.
of work. casionally completes work
ahead of schedule.

Task Support: Consider the Gives no task support to Sometimes gives task sup- Occasionally provides task Consistently provides task Consistently gives more
amount of task support the student other members. port to other members. support to other group support to other group task support than ex-
team member gives to other team members. members. pected.
members.

Interaction: Consider how the stu- Behavior is detrimental to Behavior is inconsistent Regularly projects appro- Consistently demonstrates Consistently demonstrates
dent team member relates and group. and occasionally distracts priate team behavior in- appropriate team behav- exemplary team behavior.
communicates to other team mem- group meetings. cluding: listening to others, ior.
bers. and allowing his/her ideas
to be criticized.

Attendance: Consider the student Failed to attend the group Attended 1%-32% of the Attended 33%-65% of the Attended 66%-99% of the Attended 100% of the
team member's attendance at the meetings. group meetings. group meetings. group meetings. group meetings.
group meetings. (This includes in
class meetings.)

Responsibility: Consider the ability Is unwilling to carry out as- Sometimes carries out as- Carries out assigned tasks Consistently carries out Consistently carries out as-
of the student team member to signed tasks. signed tasks but never vol- but never volunteers to do assigned tasks and occa- signed tasks and always
carry out a chosen or assigned unteers to do a task. a task. sionally volunteers for volunteers for other tasks.
task, the degree to which the stu- other tasks.
dent can be relied upon to complete
a task.

Involvement: Consider the extent Fails to participate in group Sometimes participates in Takes part in group dis- Regularly participates in Consistently exceeds
to which the student team member discussions and fails to group discussions and cussions and shares rele- group discussion and group expectations for par-
participates in the exchange of in- share relevant material. rarely contributes relevant vant information. sometimes exceeds ex- ticipation and consistently
formation (does outside research, material for the project. pectations. contributes relevant mate-
brings outside knowledge to group). rial to project.

Leadership: Consider how the Does not display leader- Displays minimal leader- Occasionally assumes Regularly displays good Consistently demonstrates
team member engages in leader- ship skills. ship skills in team. leadership role. leadership skills. exemplary leadership
ship activities. skills.

Overall Performance Rating: Con- Performance significantly Performance fails to meet Performance meets all Performance meets all Performance consistently
sider the overall performance of the fails to meet group require- some group requirements. group requirements. group requirements con- exceeds all group require-
student team member while in the ments. sistently and sometimes ments
group. exceeds requirements.

Draft Outline Template: 8 APRIL 2021

The draft outline only requires TWO of the final THREE modules you will do. In other words, you
don’t have to complete the entire project as yet. Since you will cover some modules after
the draft deadline, you aren’t expected to have a complete project. We hope you have at
least 2, by that point. But the final will have three.
 Use the below, to create your group’s OWN google docs. All members must be added to the
document. Each member should work in the file, showing a history of developing/contributing
to the final project. All of the below sections (2) and tables (3) should be included (5 total). So
you can copy and paste this into a new doc, and simply fill it out. Copy the link to Moodle.
 Include an appropriate cover page, including names, group number, etc. File should
be saved using Group #. Eg: Group #5_DRAFT OUTLINE
 Group Leader & time Keeper submit Evaluation Form 1

1. Section A: Brief points that are mentioned in introduction. Eg: monism and dualism – what will
you say about this? Freud – who is he, why is he a “founding father” of Psychology. What is
cognitive psychology?
2. Section B: List of modules to be covered (specify sub-topics)

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 3. Table 1: Table format. Sample Below – each group will need to modify.
MODULE SUB-TOPIC Key terms, concepts, models, Supporting re-
frameworks etc that MUST be search
included in video (references)
 Bio  Neurons, neurotrans-  Axons, action potential,  List your refer-
Psych mitters, neural com- resting potential, sensory, ence here..
munication relay….
 Human  Erikson’s Model…  Crisis, trust vs mistrust..  List your refer-
Dev encee…
4. Table 2: what is the connection of each module to real life? Sample Below
MODULE Connection to real life: clear, specific.

 Bio Psych 

 Human Development 

5. Table 3: Current research… Sample Below

MODULE Current Research (short summaries 4 – 8 sentences)

 Bio Psych 

 Human Development 

OUTLINE – FINAL SUBMISSION

The final outline will include all three modules. It should include revisions made after the draft
is given feedback. This is to be submitted at the same time that the Group Video is submit-
ted.
1. Use the below, to create your group’s OWN google docs. All members must be added to the
document. Each member should work in the file, showing a history of developing/contributing
to the final project. All of the below sections (2) and tables (3) should be included (5 total). So
you can copy and paste this into a new doc, and simply fill it out. Copy the link to Moodle.
2. Include an appropriate cover page, including names, group number, etc. File should be
saved using Group #. Eg: Group #5_OUTLINE
3. Section A: Brief points that are mentioned in introduction. Eg: monism and dualism – what will
you say about this? Freud – who is he, why is he a “founding father” of Psychology. What is
cognitive psychology?
4. Section B: List of modules to be covered (specify sub-topics)
5. Table 1: Table format. Sample Below – each group will need to modify.
MODULE SUB-TOPIC Key terms, concepts, models, Supporting re-
frameworks etc that MUST be search
included in video (references)
 Bio  Neurons, neurotrans-  Axons, action potential,  List your refer-
Psych mitters, neural com- resting potential, sensory, ence here..
munication relay….

PSYC1014 – Introduction to Psychology

Last updated by QA February 2016 27 | Page
  Human  Erikson’s Model…  Crisis, trust vs mistrust..  List your refer-
Dev encee…
 Insert   

6. Table 2: what is the connection of each module to real life? Sample Below
MODULE Connection to real life: clear, specific.

 Bio Psych 

 Human Development 

 Insert… 

7. Table 3: Current research… Sample Below

MODULE Current Research & reference (short summaries 4 – 8 sentences)

 Bio Psych 

 Human Development 

 Insert third… 

PSYC1014 – Introduction to Psychology

Last updated by QA February 2016 28 | Page