On this page you can access resources arising from my Dual Credit Psychology For Everyday Life Course development work. Below are download links for papers describing the Psychology For Everyday Life Course experience or discussing or evaluating its possible roles in preparing students for their transitions to post secondary life. You can also access versions of some of the activities and assignments used in the course or in other places that bridge between teaching Psychology theories and concepts and supporting and encouraging students who are preparing for and/or engaging in Identity Building work. Please let me know what you think of what your find here and PLEASE pass along examples of similar things that you do in your teaching, guidance or advising practice!
In the first newsletter I talked about my Dual Credit course, Psychology for Everyday Life. Using the button below you can download a breif description of how this course was set up. how it operates and when it is next being run. If you have any questions about the course or about dual credit in general you can email me (mike.boyes@buildingyouridentity.com).
The transition from high school to post-secondary life has become more complicated. Within Developmental Psychology we are working on the idea that a ‘new’ stage of emerging adulthood (late teens through to the late 20’s) can help us better understand how this life transition is being managed (or not) by ‘kids these days.’ Within both Education and Developmental Psychology there has been a lot of research and program development work done on the related concepts of students’ preparedness and readiness for their transitions to post-secondary life. Part of this work essentially asks who is responsible for either preparing students for this transition (K to 12 education systems) or helping them when they are in the middle of it (post-secondary systems). In a paper examining this issue of responsibility I talk about the transition-spanning advantages of things like Dual Credit courses such as Psychology For Everyday Life, especially when they acknowledge the developmental basis of students’ preparedness/readiness for their post-secondary transitions. The paper is entitled: Transitions to Post-Secondary Life: How Do Actions Supporting Student Readiness and Preparedness Fit Together? and What is Missing from Our Current Practices? You can download this paper using the button just below. Let me know what you think of it.
It is important to evaluate how a course is doing and how the students are experiencing the course. Below you can download two papers. One describes the results of an evaluation of my Psychology For Everyday Life dual credit course and the other describes the first steps in an effort to gather some follow-up data from students who completed the dual credit course and then moved on into their post-secondary transitions.
Dual Credit Course Assignments
As described in the first newsletter post, I developed a number of assignments for my Psychology For Everyday Life dual credit course that are intended to BOTH provide hands-on opportunities for students to deepen and consolidate their understanding of some key course concepts AND to provide them with opportunities to reflect upon and work with some things that are relevant for their Identity Building/Development work. Using the buttons below you can download copies of the assignment instructions. Some of the documents also contain scoring rubrics. Most of the assignments are ready to go but two of them (the Identity Styles and Pathfinding Assignments) require access to resources on my other BuildingYourIdentity.com site that I will need to set up access to if you wish to use them with individual students or classes. If you have questions about the assignments or about access to other site resources, you can email me (mike.boyes@psychologyforeverydaylife.com). I would also be very interested in seeing copies of individual exercises, or class assignments or exercises you have developed for your teaching, guidance or advising practice (if you are open to sharing them).
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