You Should Use APA Style When Writing Your Exam. the Following Are Links to APA Style

PSYC 3130 Exam #1

Exam #1 is provided below. Simply right click on the window and select “print” to print the exam. You are to have it completed and sent to me as an email attachment by Monday, February 16 at 8pm (this is a later time than I had originally announced).

You should use APA style when writing your exam. The following are links to APA style, including a checklist, are selected from links on the syllabus.

APA Style Overview: http://teach.valdosta.edu/whuitt/materials/APA_Paper_Brief.doc APA Style Sheet: http://chiron.valdosta.edu/blbrowne/Experi/apacrib.pdf APA Style Checklist: http://teach.valdosta.edu/whuitt/materials/APA_Style_Checklist.doc APA Style Workshop: http://owl.english.purdue.edu/workshops/hypertext/apa/index.html

Your exam will likely be between 5 and 10 pages, excluding the title page, abstract, references, and any appendices. You will likely cite at least one reference per page, although you may have many more. If you only used the resources that I have provided, that's fine. However, if you use resources you have discovered on your own, it's worth extra points when I score the exam.

I use Microsoft Word 2007 and can open a file using the .doc or .docx formats. If you use Microsoft Works or another program, please save your file in Rich Text Format (rft) so that I can read it. Please be sure that you have checked your file for viruses before you send it to me.

The rules are quite simple. This is an open note, open book, open resource exam. You are free to talk with anyone, including other students in the class, about what should go into the paper and its organization. However, once you start developing an outline and actually writing, you may not share that with others (or read others' work).

If you have any questions about the exam, please post them on the bulletin board so that everyone can see my answers.

The shifts from the industrial age to the information age to the conceptual age are presenting many challenges (and opportunities) to educators as they develop strategies and methods to prepare youth (ages 15-22) and adults for success in the 21st century. In general, a planning strategy involves at least 4 steps:

A. Where would we like to go; what is the ideal end result? B. Where are we now; what are present circumstances? C. What should we do to get from where we are to where we want to go? D. What are the methods, steps, resources, materials, training, etc. that we will need to accomplish the goal(s)? E. How will we evaluate our progress; how will we know when our goals are accomplished?

The following material is taken from the page “Becoming a Brilliant Star” accessible from my homepage. You can access it directly from there. The exam will reflect your efforts to begin to plan how you can become a Brilliant Star and the impact that activity may have on your teaching and interacting with your students.

A. The first step is to download the Brilliant Star graphic (pdf format; http://chiron.valdosta.edu/whuitt/brilstar/brlstr10.pdf) and assess yourself by placing a dot on the line for each domain. The terms provided on the second page will help you identify where you are now in each domain. Then “make your star” by connecting your assessment point on each domain. Do not just connect the points directly or you’ll wind up with an odd looking circle. Put intermediate dots about half-way between two domains and halfway to the center of the graphic. Then simply connect the dots. After you have completed the star, get a crayon or colored pencil and color it in. You want to be a “pretty star.” [Note: you will have to scan the completed document if you want send it with your paper; otherwise you can fax it to 229-259-5576.]

B. If you are going to help your students develop into Brilliant Stars, you have to first work on yourself. Assess your strengths and weakness. 1. Where do you think you can provide special help to students because you have already developed yourself in that domain? 2. Where do you think you might need some additional growth?

You can also use some of the data you collected as part of your completing the online instruments in terms of strengths or interests if you did one of those.

3. Next, complete the mission statement exercise developed by Stephan Covey (http://www.franklincovey.com/missionbuilder/index.html). A. How does your mission statement connect with your assessment base on the Brilliant Star activity? B. To your assessments of personality or interests? C. Are you strong in areas that are most important to you?

[Be sure and include the mission statement as an appendix in your paper.]

4. Next, select at least two social trends (e.g., speed of change, global economy) that you believe will have a significant impact on your students as they strive to become, or continue to be, successful adults. A. What skills, dispositions, or competencies will be needed to deal with these social trends? B. Why do you think so (i.e., make your case as to why these are important)?

5. Finally, make some suggestions for activities that you can use to help your students develop the necessary skills, dispositions, and competencies. Be specific. Relate these activities to students with whom you currently work or will likely to work with in the future. A. Are these things you already can do (i.e., are they reflected in high points in your Brilliant Star assessment or your strengths assessment or your personality assessment) or are you going to need some additional training, experiences, or growth so that you can successfully guide the development of youth and adults?

If you took a learning style assessment, use these data to make suggestions as to how you will develop the necessary skills, dispositions, and competencies. Make some suggestions about how you will know that you and your students are making progress.

The bottom line for this exercise is this: If we accept that we must help our students develop holistically, we must develop that way ourselves. If we acknowledge that the world is changing, we need to reflect those changes in how we help students develop. It’s not enough to simply acknowledge needs; it is necessary to plan and implement a strategy that will begin to move us in the direction we want our students to go.