MUSE Seminar Assessment Summary

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MUSE Seminar Assessment Summary

• AREA E
• HUMAN UNDERSTANDING AND DEVELOPMENT
• Barbara J. Conry, PhD
• Department of Kinesiology
• San Jose State University

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GE Learning Objective 1

• Students shall recognize the physiological,
  social/cultural, and psychological influences on
  their well-being

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Successful activities/assignments physiological,
psychological, social/cultural influences on
well-being1

• Quiz, Midterm, Interactive assignments (Scramble)
• Stress Log
• Students record stressors and discuss their
  physiological, psychological, emotional, and
  social/cultural responses to these stressors.
• Students identify interventions coping methods
• Cognitive, social/cultural, psychological,
  physiological interventions that mitigate the
  harmful effects of stress enhance well being.

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Successful activities/assignmentsEffects of
Stress

• Psycho-physiological effects
• increase in heart rate, respiration rate, and
  blood pressure
• vascular constriction, muscle spasms, decrease in
  lymphocytes
• Psychological
• Type A behaviors (anger/hostility, excessively
  competitive, hurry sickness), performance anxiety
  (poor grades), withdrawn shy, anxiety, eating
  disorders, low self esteem
• Social
• social isolation, peer disputes, occupational
  stress, gang related crimes, family disruptions,

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GE Learning Objective 2

• Students shall recognize the interrelation of the
  physiological, social/cultural, and psychological
  factors on their development across the lifespan

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Successful activities/assignments (Stressors
across the lifespan)

• Class Activity In small groups, students
  identified stressors encountered by different age
  groups
• children, adolescents, college stress
• middle aged adults older adults
• How groups might reduce the negative impact of
  these stressors
• physiological, psychological, and social/cultural
  interventions

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Successful activities/assignments (Stressors
across the lifespan)

• Stressors Adolescents
• peer pressure, grades and academic achievements,
• gang affiliation, physical appearance, domestic
  conflict, neighborhood crime, financial concerns,
  loneliness
• Stressors Older Adults
• health problems, health care issues, prescription
  drugs, financial concerns, acculturation, fear of
  death, fear of dependency, loneliness, social
  civic integration

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GE Learning Objective 3

• Students shall use appropriate social skills to
  enhance learning and develop positive
  interpersonal relationships with diverse groups
  individuals

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Successful activities/assignmentsSocial skills
positive interpersonal relationships

• Group project regarding Campus Resources
• Interview diverse individuals in silicon valley
  to discuss their work-related stressors and
  viable stress reduction interventions
• Attend a minimum of 3 MUSE workshops

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GE Learning Objective 4

• Student shall recognize themselves as individuals
  undergoing a particular stage of human
  development and recognize how their well-being is
  affected by the universitys academic and social
  systems, and how they can facilitate their
  development within the university environment

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Well-being affected by Universitys academic and
social systems 4

• University Resource Assignment
• Students were assigned to diverse groups
• Investigate 3 campus resources
• Oral presentations (Power Point) and written
  paper
• presentations critiqued by peers
• Single grade for each group

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Well-being affected by Universitys academic and
social systems 4

• Skills Required for Group Project
• social interaction/cooperation
• critical thinking
• show how resource can be beneficial
• reflection (individual group)
• motivational skills
• oral and written skills

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MUSE Learning Objective 1

• Students should be able to understand and
  demonstrate the skills necessary to be a
  university scholar

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Successful activities/assignmentsMUSE Objective
1-University Scholar

• Research Paper
• Minimum of two to three primary resources
• Proper integration synthesis of information
• Restates textual concepts in his/her own words
• Understanding of what constitutes plagiarism
• Preliminary draft submitted
• Feedback and revisions for final submission

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MUSE Learning Objective 2

• Students should understand and gain knowledge of
  what it means to be a member of a metropolitan
  university (engaged in the campus and community)

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Successful activities/assignments Member of a
metropolitan university2

• Muse workshops (3 minimum)
• University library tour
• Whats metropolitan about the King Library?
• Rich resources and cultural history in the
  library
• Access to Data Bases
• Interview diverse individual in the community
• Emphasize the importance of service-learning and
  volunteerism

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Assessment Activity SummaryGeneral Education

• Briefly summarize areas where assessment
  activities have indicated that students have had
  difficulty in meeting the GE learning Objectives
  (in particular areas other than writing)

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Difficulty in meeting GE Learning Objectives

• Understanding Physiological Stress Responses

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Course Modification to Address Difficulties GE
objectives

• Developed a worksheet to reinforce concepts
• Students complete extra credit quiz before exam
  to receive feedback on understanding of
  physiological responses to stress

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Assessment Activity Summary MUSE

• Briefly summarize areas where assessment
  activities have indicated that students have had
  difficulty in meeting the MUSE Learning
  Objectives (in particular, areas other than
  writing)

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Assessment Activities indicate Difficulty in
Meeting MUSE Learning Objectives

• Critiquing web-based material
• Using primary resources for research paper
• Learning the art of paraphrasing

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Assessment Activity Summary MUSE

• Briefly summarize course modification that are
  planned or have been implemented to address any
  difficulties in meeting MUSE Learning Objectives
  that were summarized in the previous question

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Course Modification to Address Difficulties

• Used a check list for critiquing different
• web-base material
• Synthesizing information from primary resources
  by
• identifying five key concepts and discussing the
  relevance of each concept orally in ones own
  words then in written form

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Inclusion of Content ObjectivesHUD

• In light of what you have learned from your
  assessment activities, please give some examples
  of activities/assignments that have been
  particularly effective in incorporating issues of
  diversity into the seminar

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Effective Activities/Assignments Diversity
Issues - Responses to Stress

• Age groups stressors interventions
• differences commonalities
• Social isolation
• Financial Both Seniors adolescents
• Appearance
• Gender differences in responding to stress
• Fight or flight vs. tend befriend

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Diversity Issues

• Ethnicity - - different behavioral styles when
  responding to stress
• Assertive vs. passive
• Holds back anger vs. expresses anger
• Acts unilaterally vs. acts as a group
• How structured inequities cause stress
• For diverse cultural groups
• Gender, race, age, sexual orientation, disability

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Inclusion HUD Content ObjectivesEffective in
Meeting Writing Goals

• Preliminary draft for research practice
  feedback
• Ability to identify key concepts (primary
  resources)
• Discuss them orally then in written form

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Activities that workArea E - HUD

• 1 Stress Log Final Review Session
• Tie Together interdisciplinary concepts
• Physiological, Psychological, Social/Cultural
• Contests Prizes
• 2 Campus Resource Assignment
• Intellectual Social vitality of Campus
• 3 Research Skills Scholarship
• Occupational Stress or Lifespan Paper
• Library Resources (primary) required