Lifespan Growth & Development Syllabus for 2016-2017
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Instructor Information

Course Information

Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

Amarillo College Web Accessibility Policy Statement

Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.

If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

Amarillo College Tutoring for Success Policy:

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a class must:

• consult with their instructor to obtain a signed academic withdrawal request form to submit to the AskAC department for processing
• consult with the financial aid office if receiving financial aid
• consult with the Veterans Benefit Coordinator if receiving veteran benefits
• consult with their academic advisor to determine how withdrawing may affect their enrollment in future semesters
  • NOTE:  The Texas Education Code stipulates that students attending Texas institutions of higher education for the first time fall 2007 and later may not withdraw from more than six courses during their academic career, including courses from which transfer students have withdrawn at other Texas institutions of higher education. (Senate Bill 1231) Rule 4.10.

Privacy Statement

The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

PSYC-2314-003 Lifespan Growth & Development

Prerequisites

Prerequisite: RDNG 0331-minimum grade of C or a score on a state-approved test indicating college-level reading skills

Course Description

Life-Span Growth and Development is a study of social, emotional, cognitive and physical factors and influences of a developing human from conception to death.

Student Resources Student Resources Website

Department Expectations

Occupational License Disclaimer

Hours

(3 sem hrs; 3 lec)

Class Type

Online Course

Syllabus Information

Textbooks

TEXTS:

Crandell, T.L., Crandell, C.H., and Vander Zanden, J.W., (2012).  Human Development (10th Ed.). McGraw Hill ISBN: 978-0-07-353218-9 (paper)

Supplies

No supplies available

Student Performance

No performance information available

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

Taught By:

 

Mrs. Krystyne Aleksandr Mendoza

Affiliate Instructor of Psychology

Amarillo College

 

Syllabus

Lifespan Growth & Development Psychology (Online)

Spring II 2017

Critical Information on How To Use Email in This Course!

In order to receive email from the instructor you must use your AC Connect Google Email account.  If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor. 

There is one way to email your instructor.  You must use your AC Connect Google Email account, and you will have to construct your email from within the course you are taking.  Go to the top left hand corner of the home page of the course and click “Send Email” to construct your e-mail from within the course.  Next, you will click on “All Instructor Users,” and make sure your email is being sent to Krystyne Aleksandr Mendoza (your instructor for this course). 

Also, students are responsible for accessing e-mail messages sent to their AC Connect Google Email account; thus, students are responsible to check their AC Connect Google Email account on a daily basis.  The instructor will only respond to e-mails sent from the student’s AC Connect Google Email account.  These e-mails must identify the applicable class in the subject line; this information is automatically included in messages sent from within the course when you use your AC Connect Google Email account.  

Census Requirement

If you are attending this class, your first assignment will be the Syllabus Quiz. You will need to complete this assignment ASAP, in order to be counted as attending.  You must complete this assignment by Friday, March 24^th.  The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment and exam 1 is due.  It is a way I can count you as attending early in the semester; if you do not complete this assignment, you will appear to the registrar as not attending the class.  If you appear as not attending, your financial aid can be terminated. 

The syllabus quiz will consist of 25 questions. There is no time limit on this quiz. You may use your syllabus to answer the questions.

FACULTY: Mrs. Krystyne Aleksandr Mendoza, M.A. in Psychology

OFFICE:  As needed per request by student.

PHONE: I will provide my cell phone number the first week of class. Please feel free to call or text. However, I prefer you to reach me is through email using your AC Connect Google Email account. Also, you can reach me through Skype, by emailing me and setting up an appointment. 

 

E-MAIL: I prefer that you email me using the instructions I provided at the beginning of this syllabus.  In those instructions, I indicate that you must use your AC Connect Google Email account.  This way I will know which course you are in and I can keep track of our messages.

 

OFFICE HOURS:  I do not have an office on campus. But I will meet via Skype, per request by student setting an appointment.

 

PREREQUISITE: Scores on a state-approved test indicating college-level reading skills or a C or higher in RDNG 0331.

COURSE DESCRIPTION/PURPOSE AND GOALS OF COURSE:

Life-Span Growth and Development is a study of social, emotional, cognitive and physical factors and influences of a developing human from conception to death.

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

 

LEARNING OUTCOMES:

Upon successful completion of this course, students will:

• Describe the stages of the developing person at different periods of the life span from birth to death.
• Discuss the social, political, economic, and cultural forces that affect the development process of the individual.
• Identify factors of responsible personal behavior with regard to issues such as sexual activity, substance abuse, marriage and parenting.
• Explain the biosocial, cognitive and psychological influences throughout the lifespan as an ongoing set of processes, involving both continuity and change.
• Describe the different developmental perspectives of the major theories of development (i.e. cognitive, learning, humanistic and psychodynamic).
• Identify examples of some of the cultural and ethnic differences that influence development throughout the lifespan.
• Discuss the various causes or reasons for disturbances in the developmental process.

 

Expected Student Behavior

 

DISABILITY STATEMENT:

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disability Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible. 

 

ATTENDANCE POLICY:

Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class and participate in online activity.  

 

MAKEUP POLICY:

No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the exam.

 

MENTAL HEALTH SERVICES AND THE ADVOCACY & RESOURCE CENTER:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5191.  The AC Counseling Center website is https://www.actx.edu/counseling/.  Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is www.actx.edu/arc

Grading Criteria

Grading Criteria

 

HOW DO I PREPARE FOR THE EXAMS?

1. This is a three hour course. An estimate of study time outside of class is 3 hours for every 1 hour in class. Therefore, you need to plan on spending at least 9 hours per week in studying for this class outside of class. 

 

2. Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC and/or read books on study skills, motivation, time management, and stress management.

 

3. Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.  Then, I suggest you take practice exam questions.

 

4. I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.

 

5. If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.

 

6. Study "How To Prepare For Exams" and “How to Study by Summarizing and Marking the Text.”  This information will help you to develop effective study skills. These documents can be found under the Lessons Tab.   

 

7.  Students report that it is helpful to make a flash card for each paragraph of reading material.  They ask a question on one side of the card and answer it in their own words on the other side of the card.  Then, they have a way of testing their understanding of the content. 

 

 

EXAMS AND Syllabus QUIZ:

1. How many exams are there in this course?                              

There will be four multiple choice EXAMS, and one Syllabus Quiz.  The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam. There is also the Syllabus Quiz.  The four exams and the Syllabus Quiz will be taken online.  Each exam and Critical Thinking Quiz is scored on a 100 point scale.  

 

2. Do I have to take the Final Exam if I am happy with my scores on Exam 1, Exam 2, and Exam 3?

 

You do not have to take the Final exam if you are satisfied with your scores on Exam 1, Exam 2, and Exam 3! The lowest exam score out of the four exams is automatically dropped.  Therefore, if you are satisfied with your scores on Exam 1, Exam 2, and Exam 3, then you have the option to not take the Comprehensive Final Exam. Because the lowest exam score is dropped, there will be no make-up exams.  If you miss a scheduled exam for any reason, that exam will be the exam score that will be dropped.   The purpose for the drop grade is so that you can miss an exam for any reason, such as death in the family, illness, vacation, having a baby, not able to get your books on time, not having access to a computer, having to work, forgetting to take an exam, etc. 

 

3. How many questions are on the exams?  How much time do we have to take each exam? 

 

Each online exam will have 50 questions that will be randomly selected from a test generator.  Each online exam will have a time limit of 75 minutes (approximately 1.5 minutes per test item), so you will not have much time to look up the answers.  In other words, you will need to know the information well before you take the online exams. 

 

4. What time do the exams open and close? 

I will open all exams at the beginning of the semester for those who want to work ahead. However, each exam will close at 11:55 pm on the last day scheduled for the exam.  Therefore, you will need to be sure to allow plenty of time to take the exam. 

5. How many questions are on the Syllabus Quiz?

 

The Syllabus Quiz  is 25 questions; you have unlimited amount of time to complete the Syllabus Quiz and may use your syllabus.

 

6. What are the basic instructions for taking the exams online?

All exams will be taken online.  You are allowed to use your notes on the exams.  You will be able to see only one question at a time, and you will have one attempt for each question.  You are not penalized for guessing. You will not be able to go back and review or answer questions.  Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing.  Remember to click the “submit” button at the end of your exam. 

 

The computer will allow you to stop the exam at any given time during the time allowed.  You can then go back into the exam and resume taking the exam.  However, no matter how many times you stop and resume the exam, the timer NEVER STOPS.  For example, let's say that you have an exam set for 75 minutes. You start taking the exam at 3:00pm.  Again, no matter how many times you stop and resume the exam, the timer NEVER STOPS.  (If you stop an exam, the timer will continue to run.)  Therefore, your access to the exam will be over at 4:15 (75 minutes) no matter how many times you start and stop the exam. 

 

Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

 

7. What is the penalty for cheating on an exam?

You may NOT have another person with you at the time that you are taking one of the online exams.  If there is indication that you received help during an online exam, the penalty will be an F in the course and likely expulsion from Amarillo College.  

 

8. Do you release the tests or allow additional time to go back and review the exams?

 

For test security purposes I do not release the tests or allow additional time to go back and review the exams.  I offset this policy with open book / open note exams, simulated practice test questions, participation grade, and grade adjustments for each exam based on the number of questions missed by the class.  Also, there is a recommended study guide found under Lessons on the Home Page. 

 

9. Do you offer extra credit?

 

There is not an “extra credit” option.  I want you to learn how to do college level work and do well in your class as opposed to passing a class based on extra credit.  I want you to learn the study skills necessary to be successful as you continue taking courses in college.  I recommend that you take the First Year Seminar course at AC on how to be a successful student - you would need to talk to your advisor about this class.  That course teaches you how to study and take exams so you can be successful in your future college courses.

 

10. Do you round up grades that are “borderline?”

 

Yes, I round up grades that are “borderline”, for example, 79.5 would be rounded up to a “B” and a 79.4 would round to a “C.”   

 

11. Where do I go to check my grades?

 

In order to check your grades, you can go to “My Grades” on the Home Page for the course. 

 

12. How do I calculate my grade in the course?

 

Here is an example of how to calculate your grade.  The Exams are worth 50%, the Weekly Discussions are worth 10%, the Class Project is worth 15%, the class research paper is worth 15% the Syllabus Quiz is worth 5% Comprehensive Review Essay is worth 5%.

 

Let us say, for example, that you made the following grades in the course:

Exam 1 = 82; Exam 2 = 79; Exam 3 = 93; Final Exam = 0 (drop grade)

 

Exams Average: 84.67

Exam 1 = 82; Exam 2 = 79; Exam 3 = 93; Final Exam = 0 (drop grade)

Weekly Discussions Average = (8 Discussions- 80+76+87+100+50+90+88+90)/8 = 82.625

Class Project=90;

Class Research Paper= 98

Syllabus Quiz = 85

Comprehensive Review Essay =75

 

Here is how you would do the math:

 

84.67 X .50 = 42.335 (Exams)

82.625 X .10 = 8.2625 (Weekly Discussions)

90 X .15 = 13.5 (Class Project)

98 X .15 = 14.7 (Class Research Paper)

85 X .05 = 4.25 (Syllabus Quiz)

75 X .05 = 3.75 (Comprehensive Review Essay)

Now, add the numbers for each category:  42.335 + 8.2625 + 13.5 + 14.7 + 4.25 + 3.75 = 86.7975 = B (Course Grade)

 

13. What is the Grading Schema for the Final Grades?

 

89.5 to 100 = A

79.5 to 89.4 = B

69.5 to 79.4 = C

59.5 to 69.4 = D

0 to 59.4 = F

 

14. Explain how Blackboard grades the exams.  Blackboard is the software that runs the exams in your course.

 

The lowest exam grade out of the four exams will be automatically dropped.  After you have taken exam 1, that test grade will NOT be calculated in the Course Average until you have completed exam 2.  If you have only taken exam 1, then that exam score is being dropped for now, meaning that it will not show in the Course Average.   

Let’s look at another example.  Let us say that you have only taken exam 1 and exam 2 and that you made an 82 on exam 1, and a 79 on exam

 

2.  Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 82 at that time because it is automatically dropping the lowest exam grade (the grade of 79). 

Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, and a 93 on exam 3.  Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 87.5 at that time because it is automatically dropping the lowest exam grade (the grade of 79).  Here, Blackboard is averaging the 82 and the 93 to get an Exams Average grade of 87.5.  Notice that Blackboard is NOT taking into account the Final Exam!  It is only dropping the lowest exam grade out of Exam 1, Exam 2, and Exam 3 and giving you an average.   

Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, a 93 on exam 3, and a 63 on the final exam.  Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 84.67 at that time because it is automatically dropping the lowest exam grade (the grade of 63).  Here, Blackboard is averaging the 82, 79, and the 93 to get an Exams Average grade of 84.67. 

 

Please be aware that the Course Average grade that you see will NOT BE ACCURATE UNTIL all of the Exams, Unit Assignments, and Critical Thinking Quiz have been completed for the class.  Therefore, you need to calculate your grade by hand to help determine your decision whether or not to take the final exam.  When attempting to make a decision to take the Final Exam or not, you would count your Final Exam as a zero in your calculations, making it the exam grade that is dropped. 

 

15. Practice Test Questions:

I recommend you use the Companion Site for students for the textbook entitled Human Development.  This Companion Site for students will have many example test questions that will be similar to your actual exams.  You can access the Companion Site for the textbook by going to (copy and paste the address) the following web address:

http://highered.mcgraw-hill.com/sites/0073532185/information_center_view0/overview.html

 

When you get to this address, you need to click on Student Edition (you will see Online Learning Center Student Edition).  Then you will need to select a chapter.  This site will provide you with practice exams for each of the chapters in our text book, Human Development 10th edition. These resources provide similar exam questions for you to practice.  They are not required, but they are highly recommended. 

 

 

16. GENERAL QUESTIONS AND ANSWERS:

When you go to Lessons Tab and then to Discussion Forums, you will see General Questions and Answers.  Here, you can ask a question or provide comments that the entire class (including your instructor) can see. 

 

If you have general questions (and answers) that other students may benefit from, please direct them to the instructor (or class) by posting them in General Questions and Answers. When I answer the question (or when you answer a question) in "General Questions and Answers", all students will be able to see my (and your) responses. If I fail to respond to your question that you post in the “General Questions and Answers,” please send me a direct email and remind me of your post.  Students infrequently post questions in the “General Questions and Answers” discussion board so I do not check it daily. 

 

 

17. DISCUSSIONS / PARTICIPATION:

 

How do we participate in this online class?

There are weekly discussions that provide you with a way to participate in the course.  By participating in class, the class will become more interesting and rewarding as more students actively share their ideas. You will have a topic and/or questions to answer for each week. You are required to have a 200 word initial post, with at least TWO, 100 word Responses. Each discussion post will be due on a Wednesday, with two responses due Thursday, of the respective week.

 

Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assigned chapter before you post your response.

 

The reason for assigning the discussions (participation homework) is because it will help you become more actively involved in the reading.  This activity improves learning.  By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.

 

Where do we go to post our Weekly Assignments in the class?

Participation occurs in this class by clicking on Discussions (on the Home Page for the course), and then click on the specific week you are working on.  You will then post your Post and Responses accordingly.

 

It is the student’s responsibility to make sure the post for the assignment is posted.  You should post directly into the Discussion for the specific assignment.  Do not post your paper as an attachment.  After the paper is posted, it is the student’s responsibility to check to make sure that their discussion in fact was posted. 

 

 

Are we required to respond to other students posts?

Yes. The Course Schedule will give you the instructions for each Weekly Assignment.  Your response to your peer must be a minimum of 100 words.  No credit is given for a peer response that does not meet the minimum requirement of 100 words.  Your word processor should give you a word count for your discussion papers. You should respond to two of your peers.

 

Do we need to save a copy of our responses?

Yes. I recommend that you write your response in Word, and then paste your response into the Discussion.  You should save a copy of your paper in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course. Do NOT post your paper as an attachment.  I cannot grade your paper inside the Blackboard system unless it is posted into the Discussion.

 

How much will the Weekly Discussions count in terms of the overall grade in the course?

 

Weekly Discussions will count as 10% of your final grade. The maximum score for each discussion is 100 points.  There is a 30 point penalty for turning in a late Unit Assignment.  At the end of the semester, all of the weekly discussion scores will be averaged. 

 

How will the Weekly Discussions be graded?

The details / instructions for the Weekly Disscussions and the rubric for each of the Unit Assignments are found in the Course Schedule. A rubric is a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.

 

Is there a penalty if my Weekly Discussions does not meet the required length?

I will not accept a paper that does not meet the minimum word requirement.  If you turn in a paper below the minimum required word count, you may redo the paper and incur a 30 point penalty.  You should use a word processor to write your papers. Your word processor should give you a word count.   

 

What are the ground rules for group discussion?

The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.

 

• In order to create a climate for open and honest discussion and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.

 

• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.

 

Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?

 

Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?

 

• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.

 

• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.

 

• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.

 

TECHNICAL PROBLEMS:

If you experience a technical problem with some online aspect of the course, you will need to contact the Helpdesk at 371-5992.

 

DROPPING/AUDITING THE CLASS:

The last day to withdraw is May 2^nd 2017.. You must officially drop a class in the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA.

 

Attendance

 

DISABILITY STATEMENT:

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.

 

ATTENDANCE POLICY:

Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.

 

MAKEUP POLICY:

Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

 

 

 

Assignments & Calendar

 

Unit One 

Unit One consists of the following assignments: Syllabus Quiz, Week One and Two, and Exam 1.  All of these assignments are to be completed between the dates of March 20^th – April 2^nd.

 

Syllabus Quiz: The testing date is Friday, March 24^th, 2017 To open this quiz, click on the Exams tab and then click on Quiz: Syllabus Quiz.  This quiz is online. *I recommend that you print out your syllabus as a reference to use during the quiz and keep it as a reference to refer to throughout the course. Again, there is no time limit and you may use your syllabus.

Rubric to Grade Weekly Discussions: This rubric will be used to grade all weekly discussions assigned throughout the course. Please bookmark this page for reference.

 

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	60 Points Contains clear, thorough responses to each of the 7 items identified in the assignment.  It provides evidence that the student has diligently applied concepts from the assigned reading.	40 Points Does not address all of the 7 items in the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading.	30 Points Minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from the assigned reading.
Organization	20 Points Information is clearly organized.	15 Points Information is loosely organized.	10 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	20 Points Proper grammar and spelling used throughout written work.	15 Points Proper grammar and spelling used throughout written work with major errors.	10 Points Very poor grammar and spelling used through written work.

 

Week #1: Assignment One

The Study of Human Development

Read and Outline:

Chapter 1 - Introduction

Chapter 2 - Theories of Development

 

Week #2: Assignment Two

 

Birth and Infancy

Read and Outline:

Chapter 4 - Birth and Physical Development: The First Two Years

Chapter 5 - Infancy: Cognitive and Language Development

 

Chapter 6 - Infancy: The Development of Emotional and Social Bonds 

 

Video Program: Go to http://www.learner.org/resources/series54.html and locate the Seasons of Life video program. Then locate and view the video program entitled Infancy and Early Childhood (Birth-Age 5). Beginning with the first years of life, the early influences of the biological and social clocks, how the children develop and how they gain confidence and curiosity are explored.          

 

Exam One: The testing date is April 2^nd, 2017. To get into an exam, click on Lessons and then click on Exams.  Exam One covers Unit One, consisting of Assignments 1 & 2.  This exam is taken online.  You will be allowed to retake Exam One until November 15^th.^. There is no penalty for retaking Exam One; only the higher of the two scores will count. I allow for this retake, so that if you can adjust your study behaviors if the first take was not to your standards.  

 

 

Unit Two 

Unit Two consists of the following assignments: Assignment Four, Assignment Five, Assignment Six, Unit Two Discussion Assignment, and Exam 2.  These assignments are to be completed between April 3^rd through April 23^rd.

 

Week #3: Assignment Three

 

Early Childhood

Read and Outline:

Chapter 7 - Early Childhood: Physical and Cognitive Development

Chapter 8 - Early Childhood: Emotional and Social Development

 

Week #4: Assignment Four

 

Middle Childhood

Read and Outline:

Chapter 9 - Middle Childhood: Physical and Cognitive Development

Chapter 10 - Middle Childhood: Emotional and Social Development

 

Adolescence

Read and Outline:

Chapter 11 - Adolescence: Physical and Cognitive Development

 

Week #5: Assignment Five

 

Chapter 12 - Adolescence: Emotional and Social Development

Lecture on Costs and Benefits of Adolescent Employment *(Lectures are found by going to Lessons tab and then click on Lectures)

 

Video Program: Go to http://www.learner.org/resources/series54.html and locate the Seasons of Life video program. Then locate and view the video program entitled Childhood and Adolescence (Ages 6 - 20). This program examines the years before and during adolescence and the stressful task of molding an identity while the biological and social clocks are out of synch. 

 

 

Exam Two: The testing date is April 23^rd, 2017. Exam Two covers Unit Two, consisting of Assignments 3, 4, & 5. This exam is taken online. 

 

 

Unit Three

Unit Three consists of the following assignments: Assignment Six, Assignment Seven, Assignment Eight, Assignment Nine, Unit Three Assignment: Social Responsibility Essay, and Exam 3. These assignments are to be completed between the dates of April 24^th through May 7^th.

 

 

Week #6: Assignment Six

 

Early Adulthood

Read and Outline:

Chapter 13 - Early Adulthood: Physical and Cognitive Development

Chapter 14 - Early Adulthood: Emotional and Social Development

Lecture on Family Transitions *(Lectures are found by going to Lessons tab and then click on Lectures)

 

Video Program: Go to http://www.learner.org/resources/series54.html and locate the Seasons of Life video program. Then locate and view the video program entitled Early Adulthood (Ages 20 - 40). Young adults hear the first of many messages from the social clock: to separate from the family, get a job, find a mate, set goals and face reality in this period of intense social growth.

 

Middle Adulthood

Read and Outline:

Chapter 15 - Middle Adulthood: Physical and Cognitive Development

Chapter 16 - Middle Adulthood: Emotional and Social Development

Lecture on Loneliness in Adults

Lecture on Divorce, Remarriage, and Middle Adulthood *(Lectures are found by going to Lessons tab and then click on Lectures)

 

Video Program: Go to http://www.learner.org/resources/series54.html and locate the Seasons of Life video program. Then locate and view the video program entitled Middle Adulthood (Ages 40 - 60). Older adults are concerned with creating a legacy for the next generation, changes in life direction and personal goal achievement.

 

Week #7: Assignment Seven

 

Late Adulthood

Read and Outline:

Chapter 17 - Late Adulthood: Physical and Cognitive Development

Chapter 18 - Late Adulthood: Emotional and Social Development

Lecture on Sex in Old Age *(Lectures are found by going to Lessons tab and then click on Lectures)

 

Video Program: Go to http://www.learner.org/resources/series54.html and locate the Seasons of Life video program. Then locate and view the video program entitled Late Adulthood (Ages 60+). This program is an examination of the last stage of life; when people consider what they might still do to change or add to their lives.

 

Dying and Death

Read and Outline:

Chapter 19 - Dying and Death

Lecture on Near-Death Experiences

*(Lectures are found by going to Lessons tab and then click on Lectures)

 

 

Exam Three: The testing date is Sunday, May 7^th.  Exam Three covers Unit Three, consisting of Assignments 11, 12, 13, 14, & 15. This exam is taken online. 

 

Week #8: Assignment Seven

 

Review all Chapter notes and Powerpoints; prepare for final exam.

 

 

 

 

 

 

Final Exam and Paper:

 

Comprehensive Final Exam: This exam covers all of the material assigned in the course. To get into an exam, click on Lessons and then click on Exams.  The testing date is Thursday, May 11^th.  This exam is online. 

Comprehensive Final Paper: I want you to write a 2 page paper (600 words), double spaced, APA style standards, that discusses your experience in this course. This paper is due Wednesday, May 10^th. Cover the following:

• What you learned
• What intrigued you
• What you found most interesting
• How you grew academically and personally by taking this course
• Things you liked and disliked about the course. (Please be open and honest.)
• Things you would change
• How you will apply the course information to your future career plans and goals.

Class Research Paper

Legalization of Marijuana Research Paper

 

Your Legalization of Marijuana Research Paper / (PBL) Assignment is due April 14^th.  If you do not compete this paper by the deadline you may turn it in late and incur a 30 point late penalty.

 

Topic: Should Marijuana Be Legalized?

In recent years, there has been a strong pressure on state legislatures across the US to legalize marijuana.  Yet, the media, proponents of “medical” marijuana, and political campaigns send confusing messages regarding the safety and/or harmfulness of marijuana.  For example, there are messages indicating that marijuana significantly diminishes efforts to keep our young people drug free and hampers the struggle of those recovering from addiction.  On the other hand, advocacy groups claim that smoking marijuana is a safe and effective treatment for many medical illnesses such as stress, anxiety, insomnia, Alzheimer’s disease, Parkinson’s disease, arthritis, and anorexia to name a few.  I would like for you to take a side on this issue.  In other words, I want you to take a position in favor of legalization of marijuana or against the legalization of marijuana.  Your position must be based in research.  To receive full credit for this assignment, you must use 3 sources (articles, book chapters, or websites) to support your position in your paper.

 

Questions that you may want to consider in taking a side on this issue could include:

Is marijuana addictive?

What are the effects of marijuana on the developing brain in adolescence?

Will legalization of marijuana create a health crisis? 

Is there a legitimate use for medical use?

Will decriminalizing marijuana increase addiction?

What are the effects of marijuana on the developing brain in adolescence?

What is the relationship between cannabis use and school outcomes (motivation / grades)?

 

You are not required to answer all of these questions in this assignment.   I provide this list of potential question only to help guide your thinking about the issue.

Your “Marijuana Research Paper” needs to be a minimum of 800 words in 12 point type size.  I will not grade a paper that does not meet this minimal requirement.  Please divide your paper into paragraphs!  I will not accept a paper that is not divided into separate paragraphs.

 

Your 800 word paper needs to demonstrate that you have clearly and thoroughly responded to the assignment.  Your paper needs to show that you diligently applied concepts from at least 3 quality sources. Also, your paper needs to show that you reference the sources (books, article, and websites) you used into the body of the paper and include a bibliography.

Guidelines for this assignment:

1. Set an appointment with a Librarian at Amarillo College to help you use the specialized databases in the field of psychology to locate high quality articles or book chapters for your position paper.  I prefer that you use articles that have references; these articles are considered more scholarly.  However, some of the articles in scholarly journals may be beyond your understanding.  Your librarian will help you to locate articles that are high quality and within your range of understanding. 

2. As a basic guide, consider that there are three types of information for your paper:  scholarly articles, magazines, and websites.  Scholarly articles are found in scholarly journals, for example the American Psychologist.  These authors of scholarly articles are experts in their fields.  Scholarly articles have references at the end of the article.  Magazines vary in quality.  Some magazines are credible sources of information, for example the Monitor on Psychology and Psychology Today. Other magazines are not credible, for example tabloids.  Websites will also vary in terms of credibility.  As indicated above, for example, do not use blogs and Wikipedia.  You may use quality website sources such as NIMH (National Institute of Mental Health). 

3. Use The Writer’s Corner (in Ordway Hall) at Amarillo College to help you with grammar and APA Style. 

4. Use APA style when citing sources in the body of your paper and when listing references at the end of your paper. There are many APA Style web sites online to give you guidance.  Most psychology text books are written in APA Style.  You can look at your text to see an example of APA Style.  I have included an APA Style Handout in the Lessons tab. 

Basically the idea here is to be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title , any author, date, and the web address stating "Retrieved from".       

Example:  a book will have a citation that looks like this:

Myers, D. (2014) Exploring Psychology (9th Edition).  Worth, pages 35-39.  

Henslin, J. (2016).  Sociology: A Down-to-Earth Approach.  Core Concepts (6th Edition). Pearson, page 102.

Example: an online source you will have a citation that looks like this:

How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects

Be sure you cite your sources in the body of your text:

Example: There are numerous physical effects of marijuana such as increasing heart rate, increase bleeding, lower blood pressure, blood sugar issues, and increased risk of lung cancer (How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects)

Example: Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals.  This idea is put forth in Maslow's Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.

HINT: IF YOU LOOK IN YOUR REFERENCE SECTION OF YOUR TEXTBOOK, you will find the proper FORMAT for any REFERENCE that you are using for this essay!

5. Scholastic dishonesty, including plagiarism, will result in a grade of “F” for the course.  Do not plagiarize.  Plagiarism is defined as the following:  the use of someone else’s exact words that are neither quoted nor cited; paraphrasing someone else’s words without citing them; or using someone else’s research without citing it.

Rubric used to grade the Marijuana Research Paper

 

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	60 Points Contains a clear and thorough responses to the assignment.  Provides evidence that the student has diligently applied concepts from at least 3 quality sources.	40 Points Provides minimal evidence of the student’s reflective thought.  There is only minimal indication that the student applied concepts from 1-2 quality sources.	30 Points Minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from any quality sources.  Or the student used poor quality sources.
Organization / APA Style	30 Points Uses APA Style in the body of the paper to reference the sources.  The paper also includes a bibliography.	20 Points The student references the sources in the body of the paper but he or she does not us APA Style or the student fails to include a bibliography.	10 Points Information is present, but very difficult to understand due to poor organization.  Does not use APA Style. Does not utilize references.
Mechanics	10 Points Information is clearly organized.  Proper grammar and spelling is used throughout the paper.	5 Points Proper grammar and spelling used throughout the paper with major errors.	2 Points Information is poorly organized.  Very poor grammar and spelling used through written and oral work.

 

 

Class Project

 

In addition to having Unit 1, Unit 2 and Unit 3 to complete, you will need to complete the class Social responsibility/ Service Learning Project. This assignment is not particular to any one unit, but is a representation of the class as a whole. Thus, you will learn of this assignment at the beginning, and it is expected to be completed throughout the course, with the due date being set as Friday, April 28^th.   

 

Social Responsibility / Service Learning Project

This Social Responsibility / Service Learning Project is due.

 

This assignment does not require a peer response.  (I want to provide the instructions for this assignment early in the semester to get you started even though you have until Friday, April 28^thto complete it.  I suggest you find your volunteer agency early in the semester.)

 

What is social responsibility? Social responsibility is an ethical structure which suggests that an individual has an obligation to act for the benefit of society as a whole. Social responsibility is a duty every individual has to perform so as to maintain a balance between the community and the individuals who live in them. For this assignment you will be required to serve 4 hours of community service at an agency of your choosing. You will be responsible for gathering the required documentation to prove that you did serve your required hours at the specific location. After completing the service you will be required to turn in the documentation.  (Have your supervisor email your instructor indicating you completed the required 4 hours of community service.) Then, you will reflect on your service learning in a short answer essay exam online.  When answering these questions you must answer in complete thoughts and complete sentences. You will need to read the questions below before you start your volunteer work.  This way you can have the questions in mind before you start.

Here is a small list of some possible places you could chose to volunteer. Please check with your professor if you have an idea of a place you would like to volunteer to make sure it will be applicable to this assignment.

• Snack pack for kids
• High plains food bank
• Faith City mission
• Kid’s café
• City Church
• Family Support Services
• Evelyn Rivers
• Dove Creek Equine Rescue
• Hope and Healing place
• Harrington Cancer Center (kids unit)

Here are the questions you will be required to answer in your essay exam.  Please be sure you pay attention to the specific questions and the required word length for each question.  Please study the rubrics for each question; this information will help you better answer the questions. You are allowed to use sources from your agency or online sources to help you answer these questions.

1. Social Responsibility / Service Learning Essay Exam Part 1.

Describe some of the history of the agency where you selected to volunteer.  What is the name of the agency/organization? Where is it located? What does your agency/organization do? You are required to research online about your chosen organization.  This question must be a minimum of 100 words. (10 points)

 

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	4 Points Contains clear, thorough responses to each of the parts of the question identified in the assignment.  It provides evidence that the student has diligently researched the history of the agency.	3 Points Does not address all of the parts of the questions in the assignment.  It provides minimal evidence that the student has diligently researched the history of the agency.	1 Points Minimally addresses the items in the assignment.  It does not provide evidence that the student researched the history of the agency.
Organization	3 Points Information is clearly organized.	2 Points Information is loosely organized.	1 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	3 Points Proper grammar and spelling used throughout the answer to the question.	2 Points Proper grammar and spelling used throughout the answer to the question with major errors.	1 Points Very poor grammar and spelling used throughout the answer to the question.

 

 

 

2. Social Responsibility / Service Learning Essay Exam Part 2.

What social problem is your agency working on and what specific intervention are they using?  This question must be a minimum of 100 words. (10 points)

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	4 Points Contains clear, thorough responses to the question identified in the assignment.  It provides evidence that the student has diligently identified the tasks and worked alongside the staff at the chosen agency.	3 Points Does not address the question in the assignment.  It provides minimal evidence that the student has diligently identified the tasks and worked alongside the staff at the chosen agency.	1 Points Minimally addresses the items in the assignment.  It does not provide evidence that the student has identified the tasks and worked alongside the staff at the chosen agency.
Organization	3 Points Information is clearly organized.	2 Points Information is loosely organized.	1 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	3 Points Proper grammar and spelling used throughout the answer to the question.	2 Points Proper grammar and spelling used throughout the answer to the question with major errors.	1 Points Very poor grammar and spelling used throughout the answer to the question.

 

3. Social Responsibility / Service Learning Essay Exam Part 3.

How does your time serving in the community influence your ideas and perceptions about the city of Amarillo and the people who live here?  This question must be a minimum of 100 words. (20 points)

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	8 Points Contains clear, thorough responses to the question identified in the assignment.  It provides evidence that the student has diligently reflected on experiences, prior knowledge and new knowledge learned.	6 Points Does not address the question in the assignment.  It provides minimal evidence that the student has diligently reflected on experiences, prior knowledge and new knowledge learned.	1 Points Minimally addresses the items in the assignment.  It does not provide evidence that the student has reflected on experiences, prior knowledge and new knowledge learned.
Organization	6 Points Information is clearly organized.	4 Points Information is loosely organized.	1 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	6 Points Proper grammar and spelling used throughout the answer to the question.	4 Points Proper grammar and spelling used throughout the answer to the question with major errors.	1 Points Very poor grammar and spelling used throughout the answer to the question.

 

4. Social Responsibility / Service Learning Essay Exam Part 4.

Relate what you have learned in the readings and class discussion to your experience in your agency.  Specifically, you must relate at least 2 specific concepts from any of the reading or video assignments in this class (your textbooks, lectures, films) in this class to your experience in your agency. You MUST reference in the body of your paper the sources that you used with the specific page number (if it was from reading material).  For example, if you used page 35 in the textbook I Never Knew I Had A Choice by Corey and Corey, indicate in the body of your paper that you used this text and the page number: (Corey and Corey, 2010 p. 35).  This question must be a minimum of 200 words. (50 points)

 

	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	30 Points Contains clear, thorough responses to each part of the question identified in the assignment.  It provides evidence that the student has diligently applied or related concepts from at least 2 specific concepts from their textbook to their experience in their agency.	20 Points Does not address all of the parts of question in the assignment.  It provides minimal evidence of the student’s reflective thought.  There is only minimal indication that the student applied or related 1 concept from their textbook in this class to their experience in their agency.	1 Points Minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied or related any concepts from their textbook in this class to their experience in their agency.
Organization	10 Points Information is clearly organized.	7 Points Information is loosely organized.	1 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	10 Points Proper grammar and spelling used throughout the answer to the question.  And the student referenced the concepts they used in their paper with the specific page number from their text.	7 Points Proper grammar and spelling used throughout the answer to the question with major errors.  And the student referenced the concepts they used in their paper with the specific page number from their text.	1 Points Very poor grammar and spelling used through the answer to the question. The student did not reference the concepts they used in their paper with the specific page number from their text.

 

 

5. Social Responsibility / Service Learning Essay Exam Part 5.

Will you continue to volunteer? What impact do you hope to have by continuing to volunteer at your selected agency?  If you choose not to volunteer at your selected agency, then describe and discuss in DETAIL, ONE ACTION STEP that you would be willing to do to apply some aspect of “social responsibility” that you learned in your volunteer work in your life.  This question must be a minimum of 100 words. (10 points)

 

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	4 Points Contains clear, thorough responses to the question identified in the assignment.  It provides evidence that the student has diligently described the impact he or she hopes to have by continuing to volunteer at their selected agency.  If the student chose not to volunteer at their selected agency, then he or she described in detail one action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in your life.	3 Points Does not address all of the parts of the questions in the assignment.  It provides minimal evidence that the student has diligently described the impact he or she hopes to have by continuing to volunteer at their selected agency.  If the student chose not to volunteer at their selected agency, then he or she described in detail one action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in your life.	1 Points Minimally addresses the items in the assignment.  It does not provide evidence that the student has described the impact he or she hopes to have by continuing to volunteer at their selected agency.  If the student chose not to volunteer at their selected agency, then he or she described in detail one action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in your life.
Organization	3 Points Information is clearly organized.	2 Points Information is loosely organized.	1 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	3 Points Proper grammar and spelling used throughout the answer to the question.	2 Points Proper grammar and spelling used throughout the answer to the question with major errors.	1 Points Very poor grammar and spelling used throughout the answer to the question.

 

Please note that time management for this project is imperative to your success. DO NOT PROCRASTINATE, or you will find yourself experiencing a lot of difficulty. The assignment is one of stages. It will be near impossible to complete everything in one day.

Please again, feel free to contact me with any questions or concerns pertaining to the units and/or class project. I hope you enjoy the course! I look forward to a great semester with you all!

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