Hi everyone,

-Bringing Consciousness to the Unconscious-

Learning Objective:

After you successfully complete this module, you will be able to:

Identify how the presence of unconscious bias influences social relationships in either a positive or negative direction.

Watch the 2017 video below of a narrated animation with Robbie Short describing various aspects of unconscious bias.

As you listen and observe, consider the following questions:

(1) How might you identify your own biases and develop inclusive habits in your own life?

(2) Why do humans have a tendency to like that which is similar to themselves while maintaining a dislike for that which is different?

Please remember to record your answers to the focus questions above in your personal journal. Your recorded self-reflections will help you with the completion of your final project which is due at the end of Week 12.

As a side note, I also feel that my chosen video reinforces both Hansch et al’s (2015) Udacity Style Tablet Capture (as cited in Woolift, 2015, p. 14) and Mayer & Fiorella’s (2020) perspective principle.

Best,

Carson 🙂

References

Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research & Development, 68(3), 837–852.
https://ezproxy.tru.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=143677118&site=ehost-live

Short, R. (2017). An introduction to unconscious bias – YouTube. Retrieved March 10, 2022, from https://www.youtube.com/watch?v=KCgIRGKAbfc

Woolfit, Z. (2015). The effective use of video in higher education (Rep.). Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

Hi everyone,

The following is a learning objective and design intentions for a teaching role I hope to have in the future.

Learning Objective:

After you successfully complete this module, you will be able to:

Differentiate between Sternberg’s elements of intimacy, passion, and commitment.

In consideration of this learning objective, an affordance provided by video which would assist students with differentiating between Sternberg’s concepts would be the use of visual juxtaposition. I would create a video recorded in the first-person perspective which shows me drawing 3 different graphics representing the shared relationship between intimacy, passion, and commitment. Udacity Style Tablet Capture would therefore be an excellent production style (Woolift, 2015, p. 13-14).

I believe that by recording my lesson in the first-person perspective would reinforce Mayer et al’s (2020) perspective principle which argues that the first-person perspective within a video causes learners to feel more involved and embodied with the educator thereby increasing their capacity for learning and processing cognitive content (p. 847).

Best,

Carson 🙂

References

Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research & Development, 68(3), 837–852.
https://ezproxy.tru.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=143677118&site=ehost-live

Woolfit, Z. (2015). The effective use of video in higher education (Rep.). Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

Hi everyone,

-Lowen’s Mind-Body Link-

Context

This assignment is designed to inform psychologically minded adults who are desirous of creating knowledge in regard to the mind-body link. Students completing this assignment are required to provide their own notebooks and pens and have at-home or on-campus access to a computer. The facilitator of this assignment is responsible for providing their own notebook, their own pens, and a laptop.

As the learning context of this assignment takes place within a 3-hour weekly session, the first 10-minutes of each session involve the establishment of a caring and attentive learning environment. The facilitator of the overall course is therefore responsible for using the 10-minute period to welcome students, to make small-talk, and to engage in active listening.

Learning Outcomes

• Articulate Alexander Lowen’s (2013) bioenergetic analysis.
• Reflect on how grieving can alleviate depressive symptoms.
• Identify how the repression of anger fosters the development of heart disease.
• Within Google Slides or PowerPoint, demonstrate knowledge and insight regarding Alexander Lowen’s (2013) bioenergetic analysis, process of grieving, expressions of anger, and the physiological risks of emotional repression.

Required Course Reading

Read p. 16-32, p. 50-77, and p. 104-118 from Love, Sex, and Your Heart (Lowen, 2013).

The preliminary reading is intended to provide you with basic understandings of Lowen’s concepts regarding the mind-body link and the emotional and physiological benefits of grieving and expressing anger effectively.

Interpreting the rubric:

You will be evaluated on this assignment through evidencing your creativity of expression through the use of audio, self-reflective video, and photographic use within either Google Slides or PowerPoint.

It is important for you to create your own audio and video recordings as both methods of communication will help you to discover your own self-reflective stories. I do not expect you to communicate Lowen’s concepts of the mind-body link, bioenergetic analysis, and the benefits of expressing grief and anger by rote. Rather, I expect that you will communicate what you learned introspectively by way of your use of multimedia and self-reflective gleaning.

Purpose for the assignment:

The purpose of this multimedia assignment is for you to learn about the connection between the human mind and the human body. Specifically, you are to learn four of Lowen’s (2013) concepts regarding the mind-body link, bioenergetic analysis, grieving, and the expression of anger. You will also learn some of the physiological consequences of your own emotions. Lastly, you will learn how to effectively organize, explain, and apply Lowen’s (2013) emotional and physical concepts to your own life contexts.

Preliminary guidance:

(1) Read p. 16-32; p. 50-77; and p. 104-118 from Alexander Lowen’s (2013) book titled Love, Sex, and Your Heart.

(2) Use either Google Slides or PowerPoint as a base for your self-reflective and expressive audio, video, and photographic components.

(3) Use the first half of your presentation to introduce yourself, define your terms, and organize Lowen’s (2013) concepts of the mind-body link, grieving, and aggression.

(4) Use the second half of your presentation to apply Lowen’s (2013) concepts of the mind-body link, grieving, aggression, and the negative consequences of emotional repression to your own personal experiences.

(5) The included grading rubric is based on the creation of a multimedia presentation which is no longer than 10-15 minutes in length. Ensure that you clearly communicate how Lowen’s (2013) concepts apply to your own life experiences.

Producing your media:

Step 1: Read the selected readings from Love, Sex, and the Heart (Lowen, 2013).

Step 2: Using the ERIC database, source 3 scholarly journals referencing the mind-body link and the importance of emotional expressivity in human physiology and psyche.

Step 3: Begin your creative process by searching the Creative Commons database for any photographic, visual, or auditory aids revolving around Lowen’s (2013) concepts of the mind-body link.

Step 4: Continue your creative process by integrating your own self-reflective video and audio recordings into either Google Slides or PowerPoint. Feel free to use Audacity in order to record the narration for your slides. By combining slides with photographs and your own voice and video, you will learn the importance of connecting psychological information to your own personal forms of expression.

Step 5: Use the first half of your presentation to organize Lowen’s theoretical concepts of human love, grief, and anger. Contextualize the connection between the human mind and the human body.

Step 6: Use the second half of your presentation to connect Lowen’s (2013) conceptions of (1) mind-body link  and (2) the physical benefits of emotional catharsis to your own personal life experiences. Communicate to your chosen audience how you have experienced Lowen’s concepts in your own life contexts.

Share your own stories of anger, grief, and human love through the use of your audio, video, and photographs. Communicate moments in your life where you were silenced or were forced to not express your anger or love and share how such experiences made you feel in your thoughts and in your body.

Recommended multimedia tutorials:

This Audacity Tutorial provides comprehensive assistance ranging from the initial setup of your microphone, recording, to editing and mixing your completed narration.

I also recommend that you view David Lee’s Google Slides tutorial as he effectively teaches how to insert a title, images, video, audio, tables, shapes, and how to download your Google Slides presentation to upload to YouTube.

If you choose to use PowerPoint as your base of operations consider viewing Jay Bertelsen’s PowerPoint multimedia tutorial.   He effectively teaches how to navigate through Microsoft PowerPoint in order to insert titles, paragraphs, images, audio, video, transitions, shapes, and slide timings.

Timescale:

It is recommended that you completed the required Lowen (2013) reading by the end of Unit 3 with your associated research of three scholarly journals completed by the end of Unit 4. It is expected that this assignment be handed into the Moodle Dropbox by the end of Unit 5.

Assignment Rubric:

Rubric	3-4 points	2 points	1 point	0 points
	Excellent	Good	Adequate	Requires Improvement
Organization of the Project	The multimedia assignment clearly organizes and describes Lowen’s (2013) four concepts of the mind-body link, grieving, anger, and the health risks of emotional repression.	The multimedia assignment organizes and describes only 2 of Lowen’s (2013) concepts of the mind-body link, grieving, anger, and the health risks of emotional repression.	The multimedia assignment organizes and describes only 1 of Lowen’s (2013) concepts ranging from the mind-body link, grieving, anger, and the health risks of emotional repression.	The multimedia assignment does not organize or describe any of Lowen’s (2013) concepts.
Exploration of Research	The student successfully sourced 3 scholarly references within the multimedia assignment.	The student sourced 2 scholarly references within the multimedia assignment.	The student only sourced 1 scholarly reference within the multimedia assignment.	The student failed to include any scholarly references within the multimedia assignment.
Connection to Experiences	The multimedia assignment clearly identifies how all four of Lowen’s (2013) concepts of (1) the mind-body link, (2) grief, (3) anger, and the (4) avoidance of emotional repression connect to personal worldview and life experience.	The multimedia assignment clearly displays how 3 of Lowen’s (2013) concepts apply to personal worldview and life experience.	The multimedia assignment only connects one of Lowen’s (2013) concepts to personal worldview and life experience.	The multimedia assignment does not contain any of Lowen’s (2013) concepts and fails to connect to any personal worldviews or life experiences.
Presentation of the Assignment	Within Google Slides or PowerPoint, student knowledge, self-reflection, and self-expression are presented with 3-4 different forms of multimedia (i.e., narrated slides, video, photographs, and artwork were implemented).	Within Google Slides or PowerPoint, knowledge, self-reflection, and self-expression are presented with 2 different forms of multimedia (i.e., narrated slides and video were implemented).	Within Google Slides or PowerPoint, knowledge, self-reflection, and self-expression were presented with only one form of multimedia (i.e., only narration of slides was implemented).	Knowledge, self-reflection, and self-expression were presented without any use of multimedia content (i.e., the slides were all blank).
Connection to readings and/or course materials	Student exceptionally articulates self-reflection and discussion of the required Lowen (2013) course reading.	Student demonstrates strong self-reflection and discussion of the required Lowen (2013) course reading.	Student demonstrates cursory self-reflection and discussion of the required Lowen (2013) course reading.	Student fails to demonstrate any questioning of assumption, self-reflection, or discussion of the required Lowen (2013) course reading.

Best,

Carson 🙂

References

Audacity. (2019, November 15). Record. https://manual.audacityteam.org/man/record.html

Audacity. (2019, November 15). Tutorial: Mixing a narration with background music. https://manual.audacityteam.org/man/tutorial_mixing_a_narration_with_background_music.html

Lowen, A. (2013). Love, Sex, and Your Heart. Simon and Shuster.

Hi everyone,

I would like to include this audio clip as a supplementary learning resource. I would desire students to create a forum where where they first have to listen to the embedded audio file below, read the transcript, and then discuss it.

In particular, I would ask students to consider the two provided quotes from Carl Jung on art and reflect on their own life experiences.

For example, a good forum discussion question might be.

“Consider whether you have experienced Jung’s notion of reaching the heart of the world through the creation of your own poetry, writing, or artwork. Also, discuss in a forum post any occurrences where you have either read literature or seen artwork which had an influential impact on your life”.

View Transcript

Best,

Carson 🙂

Hi everyone,

You can read my edited transcript for my Carl Jung narration below.

Hi there my name is Carson Cardinal and today I would like to talk to everyone about Carl Jung. Carl Jung to me has been a long-standing aide in my psychological development and growth. I have been reading Carl Jung’s books for close to five years now. He has a lot of material, lots of different topics from personality types to aspects of the feminine to aspects of the masculine to archetypal themes to myth.

And recently I have been reading one of Carl Jung’s books, Modern Man in Search of a Soul. This book was first published in 1933 and I was reading a chapter titled psychology and literature. And in this chapter Jung speaks about literature, poetry, and aesthetics in terms of artistic creations and there’s just a couple sections in the book that I’d like to read to you today.

Jung writes, “what is essential in a work of art is that is far above the realm of personal life and speak from the spirit and heart of the poet as man to the spirit and heart of mankind” and I just thought that was a wonderful, wonderful thing to write and to dwell upon that there is something in us as individuals in our personal lives, in our own spirits and hearts that we can speak to broader mankind.

I also felt that it was important to a second quote from the same chapter just on the following page and Jung writes, “art is a kind of innate drive that seizes a human being and makes him its instrument the artist is not a person endowed with free will who seeks his own ends but one who allows art to realize its purposes through him. As a human being he may have moods and a will and personal aims but as an artist he is man in a higher sense. He is collective man one who carries and shapes the unconscious psychic life of mankind. To perform this difficult office it is sometimes necessary for him to sacrifice happiness and everything that makes life worth living for the ordinary human being” . And so I just felt that those few days were essential to my learning and development and I hope you learned something from it as well thank you for listening.

Carson 🙂

References

Jung, C. G. (1933). Modern Man in Search of a Soul. Harcourt.

Hi everyone,

Activity 3: Record Audio

I chose to start my audio recording using 44,100 Hz. I also started my audio recording with 20 seconds of silence to assess whether noise reduction was required. I did not find any large amounts of background noise so I simply edited out the first 20 seconds of silence. My short audio recording is simply a brief personal introduction. I was happy to discover that Audacity was the chosen audio-editing software for this activity as I have prior experience working within this specific program. I was able to effectively follow the “Record” tutorial (Audacity, 2019) and I was able to set my recording meter without any distracting feedback or mic noise. I am excited to learn more about recording audio for the purposes of podcast and educational lessons.

Please listen to my brief recording below…

Activity 4: Edit Audio

I chose to edit my Open Yale Course resource from Activity 2. I used Audacity to trim all audio outside of my chosen 10:00-14:44 selection of audio. I first had to download the original 45:04 audio recording from Tamar Gendler. I then imported the audio recording into Audacity. Once Audacity finished importing my resource I then chose to use the Selection Tool (F1) which allowed me to highlight from 00:00 to 10:00 and from 14:45 to 45:04. Once I highlighted these two sections using the Selection Tool (F1), I then clicked Trim Audio Outside Selection (CTRL+T). Clicking CTRL+T deleted my two chosen selections which left me with my trimmed audio recording of 4:44. I also chose to use the Normalize effect which reduced peak amplitude to -1.0 dB.

Please listen to the edited Open Yale Course resource below:

Activity 5: Use Audio Filters

I chose to use noise reduction to filter out some of the background noise from the “Oral Book Reports” (Unidentified & Meyers, 1967/1968) audio clip. I used my keyboard to Select All (CTRL+A) and then I selected Noise Reduction in the Effects list. Within the Noise Reduction settings I chose 10DB noise reduction with 6.00 sensitivity as I personally felt that anything above 10-12 DB noise reduction reduced the overall clarity of the narrator’s voice without major benefit to the reduction of background noise. Overall, I felt that the Noise Reduction effect worked effectively to reduce the large degree of background static in the original recording.

Please listen to the original “Oral Book Reports” (Unidentified & Meyers, 1967/1968) audio clip below:

Now, compare the original “Oral Book Reports” (Unidentified & Meyers, 1967/1968) audio clip with my noise-reduced edit below:

 

Activity 6: Combine Audio Files

I created an audio file on the topic of art within human psychology. I chose to add a basic piano music file from Last.fm to work with my narration file. Please listen to the embedded audio file below.

I chose to follow the “Mixing a Narration with Background Music” (Audacity, 2019) tutorial throughout this activity.

The main difficulty I discovered was that Step 4 of the Audacity tutorial only provides guidance pertaining to overlapping the primary narration sections with the background music. However, for the purposes of this activity, I chose not to overlap my background music throughout the entirety of my narration. As a consequence, I had to learn how to cut my music track into four smaller sections in order to use them as intermissions before, between, and after my narration sections.

I also chose to record my narration section in one attempt as I wanted to challenge myself to edit out coughing, audio-peaks, and stuttering. My original recording was close to 10-minute in duration and was disjointed prior to my editing.

Throughout this activity I had to use the cut tool, the selection tool, and the envelope tool in order to create fade in and fade out effects. I also needed to use the Amplify and the Normalize effects in order to reduce peaking sounds which were quite loud in my original recording (I could use a new mic). I would imagine using my audio file on Carl Jung’s (1933) Modern Man in Search of a Soul as a brief podcast or as a supplementary material to a psychology unit.

Best,

Carson 🙂

References

Audacity. (2019, November 15). Record. https://manual.audacityteam.org/man/record.html

Audacity. (2019, November 15). Tutorial: Mixing a narration with background music. https://manual.audacityteam.org/man/tutorial_mixing_a_narration_with_background_music.html

Gendler, T. (2012, March 27). 3. parts of the soul I : Tamar Gendler. Internet Archive. Retrieved February 28, 2022, from https://archive.org/details/podcast_philosophy-science-huma_3-parts-soul-i_1000112264831

Jung, C. G. (1933). Modern Man in Search of a Soul. Harcourt.

Unidentified (Speaker), & Meyers, M. (Collector). (1967/1968). Oral book reports with 18 year old white female, New Haven, Connecticut [Speech audio recording]. Library of Congress. https://www.loc.gov/item/afccal000204/

Hi everyone,

Learning Outcome

Students will be able to identify, understand, and differentiate between Freud’s id, ego, and superego.

Listen to the following podcast by Tamar Gendler (Parts of the Soul I) from Internet Archive and Open Yale Courses . Please be aware that you are only required to listen to the section from 10:30-15:00.

Using Audio to Support Learning

This audio resource supports my learning outcomes since it first differentiates how the id, ego, and superego differ from one another. Secondly, this audio resource supports my learning outcomes since it clearly argues that while the id regards human impulse and drive in an unconscious way, it is the ego which manifests human consciousness and self-reflection. The selected section of the audio resource is then concluded by stating that the tension between the impulsive action of the id and the conscious awareness of the ego is counterbalanced by the absence or presence of the human integration and internalization of social norms and taboos.

Carter’s (2012) Principles of Audio Design & My Audio File

My selected audio resource from Open Yale Courses is well-supported by Carter’s (2012) four audio design principles. For example, the lecture recording of Tamar Gendler uses a combination of Carter’s (2012) informational narrative of presenting facts in a clear and concise way with brief references to student participation in their course-readings (p. 55). It is also evidence that Tamar Gendler speaks in short-sentences which is indicative of Carter’s focus on the fleeting nature of spoken words which dictates that audio recordings need be avoidant of unnecessary complexity (p. 56).

It is also very clear that my chosen Open Yale audio-resource avoids inappropriate environmental sounds which would have distracted students listening to the audio recording (p. 56). Lastly, my selected audio recording of Tamar Gendler’s brief lecture on Freud’s Theory of Personality helps to reinforce student listening since it Tamar Gendler avoids the “unexpected silences, hesitations, and ‘um’ moments” which helps all students listening to the audio recording to not exert excessive cognitive processing (p. 57).

Suitability & Reflection

Upon reflection of the overall suitability of this audio-file, I believe that it is highly suitable but that it requires minor editing. For instance, while I feel that the selected audio from 10:30-15:00 behaves as an excellent supplementary resource for my learning outcome, I nonetheless believe that if I were to edit/clip the audio to only be my selected portion of the entire 40-minute lecture that students would have an easier means of managing the content.

Best,

Carson 🙂

References

Carter, C. W. (2012, October 26). Instructional audio guidelines: Four design principles to consider for every instructional audio design effort. Techtrends: Linking Research & Practice to Improve Learning, 56(6), 54–58. https://doi.org/10.1007/s11528-012-0615-z

Gendler, T. (2012, March 27). 3. parts of the soul I : Tamar Gendler. Internet Archive. Retrieved February 28, 2022, from https://archive.org/details/podcast_philosophy-science-huma_3-parts-soul-i_1000112264831

Hi everyone,

Learning outcomes measured by the assignment:

After you successfully complete this module, you will be able to:

(1) Differentiate types of learning disability.

(2) Consider challenges to university learning.

(3) Connect theoretical knowledge of learning disabilities to personal case study.

(4) Create a PowerPoint demonstrating knowledge of learning disabilities, the challenges they present to university learners, and the challenges they might present to educators in the creation of universal design for learning.

Short, descriptive title:

A multimedia student project on the impact of learning disabilities within college environments.

A plain-language purpose for the assignment:

The purpose of this assignment is to ensure that students will understand how learning disabilities provide opportunistic challenges to better student-teacher interaction.

A narrative description of the deliverable(s) that includes two or three of the criteria items (that would be used in an assessment rubric):

(1) Your group is responsible for creating a PowerPoint media presentation. Be creative in terms of your use of photographs, words, voice-narration, and other forms of multimedia.

(2) Use the first half of your PowerPoint to lay out an introduction of team-members followed by outlines of learning disability characteristics and a brief personal case study of being exposed to or having a learning disability and how this impacted your learning experience. Use the final half of your presentation to ensure that you connect your personal case study of a learning disability to theory.

(3) The included grading rubric is based on the creation of a presentation which is no longer than 10-minutes in length. Be sure that your presentation differentiates 3-4 different learning disabilities and that you concisely connect your personal case study to theory.

A short description of the process(es) and/or steps that students will take in producing their media:

Step 1: Use the ERIC database to search for scholarly journals pertaining to various learning disabilities.

Collect 3-4 scholarly journals on different learning disabilities. Read your sourced journals and take thorough notes. Consider how your chosen 3-4 learning disabilities might affect individualized and group learning contexts. Source Creative Commons photographs for each learning disability that you are researching.

Step 2: As a team, demonstrate your knowledge of your chosen learning disabilities within the first half of your presentation. It is particularly important that you differentiate your chosen learning disabilities and how they independently create unique challenges to learning.

Step 3: Connect your theoretical knowledge of your chosen learning disabilities to a personal case study of having been exposed to someone with a learning disability or having a learning disability. It is particularly important that you use the final half of your presentation to personalize what your team learned during the research stage by making specific personal connections to how learning disabilities provide opportunities to reinforce greater interrelationship between students and teachers. It is also important to identify how physical or learning disabilities interact with the social classrooms we share.

Team or individual responsibility for the project (or for specific steps of the project):

In this group project, you will be working with 3-4 students. Each student is independently responsible for contributing an equal share of work while simultaneously being responsible in the overall completion of their chosen group goal. I recommend that you meet with your fellow group members prior to beginning your group project in order to foster preliminary rapport and team building.

A timescale for the project:

You should intend to meet with your group members at the beginning of Week 5 and begin the research process for your group project beginning in Week 6. It is expected that your rough draft be handed into the collaborative group project forum by the end of Week 7 with your final amended draft submitted to the Moodle Dropbox by the end of Week 8.

Best,

Carson 🙂

Activity 5: Student Media Project Rubric

Rubric	3-4 points	2 points	1 point	0 points
	Excellent	Good	Adequate	Requires Improvement
Organization of the Project	The project clearly organizes and describes 3-4 learning disabilities throughout the first half of the presentation.	The project organizes and describes 2 learning disabilities throughout the first half of the presentation.	The project organizes and describes only 1 learning disability throughout the first half of the presentation.	The project does not organize or describe any learning disabilities.
Exploration of Research	The project contains 3-4 scholarly references.	The project contains 2 scholarly references.	The project contains 1 scholarly reference.	The project does not contain any exploration or selection of scholarly references.
Connection to Experiences	Project clearly identifies how 3-4 articles of learning disability research applies and connects to three or four personal/group experiences.	Project identifies how 2 articles of learning disability research applies and connects to two personal/group experiences.	Project only connects one article of learning disability research to one personal/group experience.	Project does not connect any articles of learning disability research to any personal/group experiences or case studies.
Presentation	Information was presented with 3-4 different forms of multimedia (i.e., narrated slides, video, photographs, and artwork were implemented).	Information was presented with 2 different forms of multimedia (i.e., narrated slides and video were implemented).	Information was presented with only one form of multimedia (i.e., only narration of slides was implemented).	Information was presented without any use of multimedia (i.e., the slides were all blank).
Group Responsibility	Student displayed unwavering listening and dialogue skills. In specific instances of group debate and negotiation, the student displayed measure and respect for all opinions.	Student displayed reliable listening and dialogue skills. In specific instances of group debate and negotiation, the student displayed respect for all opinions but at times was distracted with their own tasks and responsibilities which detracted from their attentiveness on group needs.	Student displayed reasonable listening and dialogue skills. In specific instances of group debate and negotiation, the student displayed respect for most opinions but when faced with disagreement, the student would not find mutual compromise.	Student displayed a total lack of listening and dialogue skills. The student did not participate in any group dialogue, negotiation, or activity.
Individual Responsibility	Student contributed 100% of their expected share of the group project submitted the group project to the Dropbox prior to or by the due date.	Student contributed more than 75% of their expected share of the group project and submitted the project to the Dropbox by the due date.	Student contributed less than 50% of their expected share of the group project and submitted the project to the Dropbox after the due date.	Student did not contribute anything to the group project and did not submit anything to the Dropbox prior to or after the due date.