Lifespan Growth & Development Syllabus for 2025-2026
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Instructor Information
Instructor
Jeffery Kee (Curriculum Vitae)Phone
8063715183Office Location
Dutton Hall 202NOffice Hours
Course Information
AI Statement
Collusion is defined as “the unauthorized collaboration with another person or by any other means, including artificial intelligence (AI) and computer translators, in preparing work for fulfillment of course requirements.” Using AI like (ChatGPT or Google Gemini) to create a document is considered colluding. The use of Generative Artificial Intelligence on specific assignments is at the discretion of the instructor.
Title IX and Sexual Misconduct Reporting
Amarillo College prohibits discrimination and harassment based on sex, including sexual harassment, sexual assault, dating violence, domestic violence, and stalking, under Title IX and Texas Education Code §51.253–255. Faculty and staff are mandatory reporters and must share any related concerns with the Title IX Coordinator at titleix@actx.edu. Reports and additional information are available at https://www.actx.edu/hr/title-ixtitle-ix. Confidential counseling and advocacy services are available through the Counseling Center and Advocacy & Resource Center.
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 Enrollment Center, Suite 700. 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:
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.
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 course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are 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. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
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-2314-002 Lifespan Growth & Development
Prerequisites
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
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:
Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me
You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
Hours
(3 sem hrs; 3 lec)
Class Type
Online Course
Syllabus Information
Textbooks
Text:
Supplies
Student Performance
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (WEB)
Syllabus
Welcome to Lifespan Growth & Development Psychology Online!
If you have any concerns about any aspect of this course over the course of the semester, please talk to me directly. I will do my best to work out the issue. You can email me or call me on my cell at 806-336-2143.
The Syllabus and the Course Schedule / Assignments explain how everything works in the course. Both of these documents are found under Lessons. If you do not read these two documents, you will be lost in the course! Please read these two documents carefully, and let me know if you have any questions about the course.
Critical Information on How To Use Email in This Course!
It is critical for us to be able to communicate with email. Here is the first way we can communicate with email. I will use the “Messages” function inside of Blackboard. I can use this function to send an email to the entire class or to a specific student. You also can use this function to email your professor. Go to “Messages” at the top of your screen. Then, click on “New Message” at the right of your screen. Next, click in the window under “Recipients” to find your professor’s name. My name is listed as Jeffery Kee in Blackboard.
A second way we can communicate is through your AC Connect Google Email account.
Here are the steps to access your Student Email Address:
- Login to ACConnect.
- Click Email.
- Click the first option, "Amarillo College Email (managed by Google)"
To send email to your professor, do the following:
- Send your email to Dr. Kee’s email address: jakee@actx.edu
- Be sure to include the course you are in, for example “General Psychology PSYC 2301 002.”
- Include your full name that is found on the AC roster.
- If you do not indicate the course and your full name, I will not know which course you are taking. I will have to ask you which course you are in – this will slow down receiving a response from me.
Introduce Yourself Assignment
If you are attending this class, your Introduction Assignment is to complete an introduction on yourself in order to be counted as attending. This Introduction Assignment also allows me and your classmates to get to know you. Please briefly tell the class your name, major, and your career plan. You will post your response by clicking on Discussions. You will find “Discussions” at the top left of the screen. Then click on “First Assignment: Your Introduction.” Next, go to Responses and copy and paste your response into the window where it says “Type a response.” After you copy and paste your response into this window click the “Respond” button below the window.
You must make this post by Friday August 29. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course. And, your financial aid can be terminated. **
Why Take a Course in Lifespan Growth & Development Psychology?
A course in Lifespan Growth and Development Psychology is important for students in fields like psychology, education, and healthcare, but it also offers valuable insights for anyone interested in understanding human behavior across the lifespan. The course explores how people grow and change physically, cognitively, socially, and emotionally from birth to old age.
One major benefit of studying human development is gaining a deeper understanding of yourself. By learning how childhood experiences shape who you are and how aging affects individuals, you can better navigate your own life stages. It also helps future or current parents better understand their children's behavior, emotions, and learning processes, which can lead to more effective parenting.
Additionally, this knowledge improves your ability to interact with children, whether professionally or personally, by giving you insight into developmental stages and age-appropriate behaviors. The course also emphasizes that development doesn’t stop in early adulthood—it continues throughout life. Understanding these lifelong changes can help you appreciate and adapt to different life phases.
Finally, the course helps you recognize what’s typical and atypical in human development. This knowledge can aid in early identification of developmental or psychological issues, leading to more timely and effective interventions. Overall, studying lifespan development equips you with tools to understand yourself and others more deeply and to support healthy development at every stage of life.
COURSE NAME: Lifespan Growth & Development (ONLINE)
COURSE NUMBER: Psychology 2314
HOURS: 3 Credit Hours
FACULTY: Dr. Alan Kee, Ph.D.
OFFICE: Dutton Hall 202N
PHONE: The best way to reach me is through email using your AC Connect Google Email account. If you need to contact me by phone / text, you are more likely to reach me by my cell #: 806-336-2143.
E-MAIL: I prefer that you email me using the instructions I provided at the beginning of this syllabus.
OFFICE HOURS: I have office hours Mon. – Thu. 8:00 am – 9:00 am. Please email me or call / text me on my cell at 806-336-2143 to set an appointment.
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.
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.
TEXTS:
Kuther, T. (2020) Lifespan Development: Lives in Context., (2nd ed.) Sage Publishers ISBN: 978-1-5443-3227-7
* This is the 2nd edition and it will work fine for the course. It is less expensive than the 3rd edition. You can probably get it (2nd ed.) used on Amazon, Chegg and similar sites that sell used books.
OR
Kuther, T. (2020) Lifespan Development: Lives in Context., (3rd ed.) Sage Publishers ISBN: 978-1-0718-5194-4
* The AC Bookstore will sell you the 3rd edition. This book will also work fine for the course.
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.
MENTAL HEALTH AND SOCIAL SERVICES AT AC
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 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 need 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
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
ADMINISTRATIVE DROP POLICY:
Students who do not attend class on or prior to the census date will be administratively dropped.
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. In this case, the instructor will create the task in the Student Engagement Portal (Watermark) to direct the students to the appropriate tutoring service.
MAKEUP POLICY:
EXAMS:
1. How many exams are there in this course?
There will be four multiple choice EXAMS. The exams will be taken online. Each exam is scored on a 100-point scale.
2. How do I prepare for the exams?
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 (First Year Seminar), which teaches important areas such as study skills, motivation, time management, and stress management.
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.
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.
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.
Under Lessons, click on “Study Skills (Handouts and Videos).” Here you will find handouts on how to study: ("How Do I Prepare For Exams" and “How to Study by Summarizing and Marking the Text, and Study Skills Videos Youtube Links”). This information will help you to develop effective study skills.
The “Study Skills Videos Youtube Links” provides many video links on note taking, reading, mind mapping, etc. You may want to download this document and watch them over time. The two documents above (How to Study by Summarizing and Marking the Text and How Do I Prepare for the Exams? are more critical for you read.)
If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Amarillo College Tutoring Service. (Library; 1st floor). There are also many web sites on study skills and strategies.
3. How many questions are on the exams? How much time do we have to take each exam?
4. What time do the exams open and close?
The exams start at 12:00 am on the scheduled start date, and they will turn off 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. You will have a 75-minute time limit to take an exam, even though most students will finish in about 60 minutes.
5. What are the basic instructions for taking the exams online?
I have opened the lockdown browser practice exam. You all need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.
In order to locate the lockdown browser practice exam, go to lessons and then click on “lockdown browser practice exam.” Once you click on the exam it will open and you can quickly answer the five questions.
Please carefully read the instructions here in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
WHAT IS RESPONDUS LOCKDOWN BROWSER? (Camera Instructions)
All exams will be taken online. A web camera is required in order to take an exam. We will use Respondus LockDown Browser to ensure test security.
LockDown Browser is a locked browser for use with exams in Blackboard. It prevents you from printing, copying, going to another URL, or accessing other applications during an assessment. If a Blackboard exam requires that LockDown Browser be used, you will not be able to take the exam with a standard web browser.
LockDown browser records the student as they take their exams in order to ensure test integrity. If a different person from whom started the exam is spotted in the video, the incident is flagged. It will also alert the instructor to the use of unauthorized materials during the exam. No other person apart from the student should be involved in the test.
WHAT ARE THE STEPS I NEED TO TAKE IN ORDER TO USE MY CAMARA DURING AN EXAM?
1. Make sure you have a broadband Internet connection. Call your Internet provider if you are uncertain about which type of Internet connection you have.
2. A web camera is required for all exams. If your computer system does not have one, you will need to purchase one.
3. A computer microphone is required for all online exams. An embedded microphone is acceptable. Go to your computer settings or control panel to check your microphone settings.
4. Before you begin an online exam, make sure that LockDown Browser is the only open program on your computer.
5. LockDown Browser is required for all online exams. It is not required for the Reading Quizzes. To install the software, go to this link and follow the directions:
https://www.actx.edu/ctl/respondus-lockdown-browser-download-instructions
6. If you are having trouble with these procedures, you can call Student and Faculty Help Center (806.371.5429) for assistance. Visit the Underground website for hours of operation.
7. On a Mac, the LockDown Browser program will be located in the Applications folder. On a Windows PC, you can find the program in the Start menu. On a Chromebook, LockDown Browser is an extension of the Chrome browser and will be automatically activated when needed if installed properly.
8. If you try to log in to an exam through your regular browser, you’ll get an error message and a request for a password. If that happens, close your browser and run LockDown Browser.
9. The next task is to take the practice exam. This will allow you to become familiar with how taking an exam with LockDown Browser works and troubleshoot problems that arise. The practice exam is worth 5% of your final grade. The exam will not require any preparation other than installing LockDown Browser.
10. At the beginning of the exam, LockDown Browser will ask you to take a picture of yourself and then it will ask you to show your identification. You need to use either your driver’s license or your Amarillo college ID. You must show a valid photo ID to the web camera. If you fail to show a valid photo ID, you will receive no credit for the exam.
13. After you show your valid ID to the web camera, then you need to do a complete environment scan. Turn your web camera in a 360-degree pan to look at the room. Lift your webcam or laptop and slowly turn it around to give a 360-degree view of your exam environment. It is required for you to show each corner of the room and your desktop area. Do not move the camera too fast or it won't provide a clear video.
14. A student who has any music or audio recordings playing during exams, or who talks with anyone for any reason during the exam, will receive no credit for the exam. No one besides the student is allowed to be in the room during an exam or quiz. The student should alert family/friends of your need for privacy.
15. The only resource you are allowed to use during the exam is your notes. You may not use your textbook or any electronic devices other than the computer you are taking the exam on. If you are recorded with unauthorized material, you will receive no credit for the exam and potentially face additional disciplinary action.
1. You are not penalized for guessing. Remember to click the “submit” button at the end of your exam.
2. 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 3:00 pm. 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.
3. A student may be able to take a missed exam if he/she emails the instructor before the exam is given explaining the circumstances that require him or her to miss it. Being granted permission to make up a missed exam is not guaranteed: all excuses will be evaluated on a case by case basis, and how timely a student gets in touch with the instructor will be considered as well. Students should not casually miss exams: generally, only unavoidable and serious matters (e.g., death in the family or serious illness) will be considered acceptable excuses.
6. Am I allowed to use notes on the exams?
Yes. You may use hand-written or typed notes on the exams. You may not use the textbook or other electronic device.
7. What is the penalty for cheating on an exam or paper?
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 or paper, the penalty will be an F in the course and likely expulsion from Amarillo College.
Honesty and ethical behaviors are imperatives in any career. Therefore, cheating will not be tolerated. Amarillo College’s “Student Code of Conduct” will apply to all work in this course. Cheating on an Exam includes, but is not limited to, all of the following:
- Copying from another student’s work.
- Using test/study/related materials not authorized by the person administering the test.
- Collaborating with or seeking aid from another person during a test without permission from the test administrator.
- Knowingly using, buying, selling, stealing, or soliciting, in whole or in part, the contents of an unadministered test.
- Substituting for another student, or permitting another student to substitute for one’s self, to take a test.
- Bribing another person, or in any other way exchanging goods or services to obtain an unadministered test or information about an unadministered test.
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 notes exams, simulated practice test questions, Discussion grade, and grade adjustments for each exam based on the number of questions missed by the class.
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 “Gradebook” inside of Blackboard.
12. How do I calculate my grade in the course?
Here is an example of how to calculate your grade. The Exams are worth 65%, the LockDown Browser Practice Test is worth 5%, the Discussion Assignments are worth 20%, the Common Assessment Project is worth 10%.
Let us say, for example, that you made the following grades in the course:
Exam 1 = 82; Exam 2 = 85; Exam 3 = 93; Exam 4 = 90
LockDown Browser Practice Test = 100
Discussion Assignments: 100, 100, 100, 100
Common Assessment Project = 100
Here is how you would do the math:
Average the Exam grades: 82 + 85 + 93 + 90 = 254. 350/4 = 87.50
LockDown Browser Practice Test = 100.00
Average the Discussions Assignments: 100 + 100 + 100 + 100 = 400/4 = 100.00
Service Learning Project = 100
87.50 X .65 = 56.90 (Exams)
100 X .05 = 5.00 (LockDown Browser Practice Test)
100.00 X .20 = 20.00 (Discussions)
100 X .10 = 10.00 (Common Assessment Project)
Now, add the numbers for each category: 56.90 + 5.00 + 20.00 + 10 = 91.90 = A (Course Grade)
** As you can see from this example, you do not have to make As on all of the exams in order to make an A in the course, if you put the work in on the Discussions and the Service Learning Project!
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. What are the weight of the assignments?
The Exams, Discussion Assignments, and Service Learning Project are each worth 100 points. The Exams are worth 65% of the course grade, the LockDown Browser Practice Test is worth 5% of the course grade, and the Discussion Assignments are worth 20% of the course grade, and the Common Assessment Project is worth 10% of the course grade.
DISCUSSIONS / PARTICIPATION:
1. How do we participate in this online class?
Students participate in this course by doing the Discussion Assignments and the S Common Assessment Project. Your Course Schedule / Assignments (found in the Lessons Tab) will give you the instructions for each Assignment as you proceed through the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
2. Where do we go to post our Assignments in the class?
The Course Schedule / Assignments will give you specific directions as to how to post each 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 Assignment in fact was posted.
3. Where do we find the homework assignments?
All homework assignments are found in your Course Schedule / Assignments (found under the Lessons Tab).
4. What types of homework assignments will we have?
Homework assignments consist of using the guided notes to further outline the assigned reading material, taking the exams, completing Discussion Assignments, and completing a Common Assessment Project. I recommend you outline (take notes) on the video lectures and reading assignments, but you do not turn in the outlines to your instructor.
5. Do we need to save a copy of our responses?
You should save an electronic 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.
6. How will the Discussion Assignments and the Service Learning Project be graded?
The instructions and rubrics for the Discussions are found in the Course Schedule / Assignments. The instructions and rubrics for the Common Assessment Project are found under Lessons / Common Assessment.
A rubric is a document that articulates the expectations for an assignment by listing the criteria and describing levels of quality from excellent to poor.
7. Is there a penalty if my Discussion Assignments and Common Assessment Project does not meet the required length or if it is late?
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 20-point penalty. You should use a word processor to write your papers. Your word processor should give you a word count.
If you turn in any of these assignments late, you can still get partial credit and incur a 20-point penalty. I will not take any late work past 9/29.
TECHNICAL PROBLEMS:
If you experience a technical problem with some online aspect of the course, you will need to contact the Helpdesk at 806-371-5992.
DROPPING THE CLASS:
If you are struggling with this course, please call me well before you drop the class! In many cases we are able to make some adjustments and get the student back on track. Please do not feel embarrassed to call me. In many cases we can find ways to keep you in the class. Withdrawing from a class should be a last resort only when all other options and interventions have been exhausted.
The last day to withdraw is 10/7. You must first visit with your instructor in order to officially drop a class. Then, your instructor will set the process in motion with 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. Grades of F on your transcript can hurt your chances of gaining admission to programs in the future.
Students Rights and Responsibilities
Student Rights and ResponsibilitiesLog 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
Grading Criteria
Attendance
Calendar
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (WEB)
Course Schedule / Assignments
8/25/2025 - 10/17/2025
Welcome to Lifespan Growth & Development Psychology (Online)!
You must carefully read this entire document in order to understand how to navigate this course.
If you have any problems or concerns about any aspect of this course over the course of the semester, please talk to me directly. I will do my best to work out the issue. You can email me or call me on my cell at 806-336-2143.
Please read and review carefully all the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document. These two documents are your roadmap to the entire course! Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.
This document, the Course Schedule / Assignments document, may appear intimidating when you first read it. However, it is not all that complicated. It is lengthy because I’m going to great lengths to anticipate most of your questions. Please read this document carefully several times so that you will understand how this course works. If you do not carefully read this document, you will be lost in the course.
Please do not make the written assignments and the service learning project more complicated than they actually are. The service learning project instructions will appear complicated. However, when you break it down, you’re just simply answering a few questions. Again, do not make it more complicated than it actually is! Do not hesitate to ask me questions if you feel like you don’t understand some aspect of the assignments.
I also recommend that you thoroughly take notes (outline) on the lectures as well as the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me. You can use these notes on the exams.
In addition, I strongly recommend that you write the due date for all the assignments into your daily planner / calendar. This way you can see the big picture of how much time you have to complete all of the assignments. Please take the time to look at all the assignments ahead of time and plan your time so that you can complete them on time.
This Course Schedule / Assignments document is detailed to minimize confusion. This document should answer most of the questions that would typically come up. Do not be overwhelmed by the detail of the assignments; I provide a lot of detail to answer most of the questions you may have. The papers that you write are NOT as difficult as all the instructions appear at first glance. If you have questions, please do not hesitate to ask me!
If you see an error in the Course Schedule, please text me as soon as possible so I can correct it!
If you are attending this class, your Introduction Assignment is to complete an introduction on yourself to be counted as attending. This Introduction Assignment also allows me and your classmates to get to know you. Please briefly tell the class your name, major, and your career plan. You will post your response by clicking on Discussions. You will find “Discussions” at the top left of the screen. Then click on “First Assignment: Your Introduction.” Next, go to Responses and copy and paste your response into the window where it says, “Type a response.” After you copy and paste your response into this window click the “Respond” button below the window.
You must make this post by Friday August 29. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course. And your financial aid can be terminated. **
* Common Assessment Assignment: Suicide
I also want to alert you early in the semester that the Common Assessment Assignment: Suicide is due Monday September 22. You should go ahead and get started on this project now so you will not be rushed to complete it at the end of the semester.
You can locate this website by going to Content and clicking on Common Assessment – Suicide. Then click on Instructions for the Common Assessment – Suicide. Here you will see the four steps to take in order to complete the Common Assessment – Suicide.
I recommend that you go ahead and get started on this project. By getting started early, you will keep your stress level reduced! This project is worth a letter grade (10% of the overall grade). Completing this project, for example, can increase your grade in the course from a “C” to a “B.”
Do not stop reading here! You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below! Keep reading!
You need to put all the due dates for all the Lectures, Readings, Discussions, and Exams for each unit into your personal calendar so you can plan accordingly!
Unit One
Unit One consists of Assignments 1 through 3 and Exam 1. These Assignments are to be completed between the dates of 8/25 – 9/5. You will need to budget your time so that you can complete these assignments during the time allowed. I recommend that you put all of these due dates into your daily planner.
Lockdown browser practice exam:
I opened the lockdown browser practice exam. You need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.
To locate the lockdown browser practice exam, go to lessons and then click on “lockdown browser practice exam.” Once you click on the exam it will open and you can quickly answer the five questions.
Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam, so you understand how to proceed.
How to Prepare for Exams:
Read: How to Study by Summarizing and Marking the Text
Read: How Do I Prepare for the Exams?
Read: Study Skills Videos Youtube Links (This document provides many video links on note taking, reading, mind mapping, etc. You may want to download this document and watch them over time. The two documents above (How to Study by Summarizing and Marking the Text and How Do I Prepare for the Exams? are more critical for you read.)
*You will find these articles by clicking on “Lessons”. Then scroll down until you see “Study Skills (Handouts and Videos).” You are not tested over these articles on how to study. However, they will help to improve your study skills.
Assignment One
Foundations of Lifespan Development
Video Lectures Ch 1 Understanding Human Development Approaches and Theories
Video Lecture Ch 1 What is Lifespan Human Development?
Video Lecture Ch 1 Basic Issues In Lifespan Human Development
Video Lecture Ch 1 Theoretical Perspectives on Human Development
Video Lecture Ch 1 Research In Human Development
Chapter 1: Understanding Human Development Approaches and Theories
Video Lectures Ch 3 The Prenatal Period, Birth, And The Newborn
Video Lecture Ch 3 Prenatal Development
Video Lecture Ch 3 Environmental Influences on Prenatal Development
Video Lecture Ch 3 Childbirth
Video Lecture Ch 3 The Newborn
Chapter 3: The Prenatal Period, Birth, and the Newborn
Step One:
Go to Lessons and click on “How to Study by Summarizing and Marking the Text.” This article will teach you how to read and mark your text. As you read and mark the text, I recommend you take notes by filling in more detailed information in the provided study guide.
Here are other videos on How to Outline a Textbook / Lecture. You are not tested over these videos. They are not required. I include them for your learning.
How To Take Notes From a Textbook | Reese Regan
https://www.youtube.com/watch?v=YJ4F27K8nh8
How to create a chapter outline (This one shows how to outline on your laptop.)
https://www.youtube.com/watch?v=kpfquDfKg5A
Outline Method (This one focuses on taking lectures notes in class.)
https://www.youtube.com/watch?v=I6aSgwUw1qM
How to study efficiently: The Cornell Notes Method
https://www.youtube.com/watch?v=xSYnGhlnzyw
Step Two:
In essence, all the content you need for this course is found in the video lectures. In addition to the video lectures, I do recommend you read the assigned chapters to gain a deeper understanding of the concepts. Some students use the textbook selectively to help them better understand concepts from the lecture that are not fully clear or understandable.
For each chapter you study in this course, I recommend that you open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, you can have an electronic copy of your study guide open while you watch the lectures and read / highlight / underline the chapters.
As you watch the lectures and read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the lecture. Primary concepts in the study guide will not make sense to you unless you watch the lecture and (or) read the text and add this material to the final version of your study guide.
The goal here is not to retype the entire lecture and / or textbook word for word. The goal is to make the study guide understandable to you by adding more information from the lecture and / or textbook. You want to make all the primary concepts in the lecture and / or chapter understandable to you. Then, you can use this more complete study guide to study for exams. You can also use this more complete study guide during the exams.
The study guide for each lecture / chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
You will find all the video lectures categorized by chapter under Lessons.
Note: Ch 1 and Ch 3 study guides are a detailed (“filled in”) version. These detailed study guides are to be used as a model. All the other study guides are not as detailed. Your job is to go in and add more content to the other study guides so that they make sense to you. This learning activity will get you more involved with the assigned reading material and help you prepare for the exams.
Step Three:
After you make your notes by filling out the study guide of the assigned chapters, you can open the “Discussion Questions for Review” for all the chapters (except chapter 1) by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You are not required to write out your answers to these Discussion Questions. And you do not turn this review of Discussion Questions into your instructor. They are provided as an aid to help you study. They are not required.
*Discussion Questions are provided for each chapter assigned throughout the course except for chapter 1.
Step Four:
After you make your notes by filling out the study guide of the assigned lectures / chapters, you can open the “Practice Exam Questions” by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Two
Infancy and Toddlerhood
Video Lectures Ch 4 Physical Development in Infancy And Toddlerhood
Video Lecture Ch 4 Body Growth and Nutrition in Infants and Toddlers
Video Lecture Ch 4 Brain Development During Infancy and Toddlerhood
Video Lecture Ch 4 Early Learning Capacities
Video Lecture Ch 4 Sensation and Perception During Infancy and Toddlerhood
Video Lecture Ch 4 Motor Development During Infancy and Toddlerhood
Chapter 4: Physical Development in Infancy and Toddlerhood
Video Lectures Ch 5 Cognitive Development In Infancy And Toddlerhood
Video Lecture Ch 5 Information Processing Theory
Video Lecture Ch 5 Individual Differences in Infant Intelligence
Video Lecture Ch 5 Language Development in Infancy and Toddlerhood
Chapter 5: Cognitive Development in Infancy and Toddlerhood
Video Lectures Ch 6 Socioemotional Development In Infancy And Toddlerhood
Video Lecture Ch 6 Psychosocial Development in Infancy and Toddlerhood
Video Lecture Ch 6 Emotional Development in Infancy and Toddlerhood
Video Lecture Ch 6 Temperament in Infancy and Toddlerhood
Video Lecture Ch 6 Attachment in Infancy and Toddlerhood
Video Lecture Ch 6 The Self in Infancy and Toddlerhood
Chapter 6: Socioemotional Development in Infancy and Toddlerhood
*For assignment two, proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 4, chapter 5, and chapter 6.
Unit One Discussion Assignment
Your Unit One Discussion Assignment is due 9/3.
This discussion assignment is based on the Video Lectures for chapters 1, 3, 4, 5, 6 and/or chapters 1, 3, 4, 5, 6 of the Kuther textbook. Your task is to choose one to three major themes from these Video Lectures or textbook chapters that you want to write about.
I want you to reflect on how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from the Video Lectures for chapters 1, 3, 4, 5, and 6 and/or the chapters 1, 3, 4, 5, and 6 of the Kuther textbook. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapters 1, 3, 4, 5, and 6.
Remember, your discussion response to the question needs to be a minimum of 600 words in 12-point type size. I will not grade a paper that does not meet these minimal requirements. If you fail to hit the minimum word count of 600, you can redo the paper with a late penalty of 20 points. Please divide your discussion paper into paragraphs!
You may want to ask yourself the following questions to help you create a connection response. You are not required to answer all six of the questions. These questions are here to help you to reflect on the material.
1) How does this major concept or theme (a concept from the video lectures or reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the video lectures or reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the video lectures or reading that you choose) relate to your life, experiences, feelings, and ideas?
4) Did the video lectures or reading assignment increase your understanding of a particular issue? Did it change your perspective in any way? Explain.
5) How does the video lectures or reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
To post your discussion, go to “Discussions” and then click on the appropriate Discussion (for example, Unit One Discussion, Unit Two Discussion, etc). Then, under Responses, copy and paste your Discussion into the window that says “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
Rubric used to grade Unit Two Discussion:
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 the assigned reading. | 40 Points Does not contain a clear and thorough response to 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 the paper. | 15 Points Proper grammar and spelling used throughout the paper with major errors. | 10 Points Very poor grammar and spelling used through the paper. |
If you have any questions about the Unit Discussions please let me know. These papers do take some time, but they are not that difficult to complete. I hope you get something meaningful out of the assignments. They are designed to help you reflect and find meaning in the reading and not to be “busy work.”
Exam One: Exam 1 opens 12:00 am (midnight) on 9/4 and closes at 11:59 pm on 9/5. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of the Video Lectures covering chapters 1, 3, 4, 5, and 6. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam, so you understand how to proceed. You are allowed to use your notes and the Guided Notes on the exam but not your textbook or any other electronic device. All notes must be in the form of typed hard copy or hand written.
Unit Two
Unit Two consists of Assignments 4 through 6 and Exam 2. These assignments are to be completed between the dates of 9/6 – 9/17. You will need to budget your time so that you can complete these assignments during the time allowed. I recommend that you put all of these due dates into your daily planner.
Assignment Four
Early Childhood
Video Lectures Ch 7 Physical and Cognitive Development In Early Childhood
Video Lecture Ch 7 Physical Development in Early Childhood
Video Lecture Ch 7 Cognitive-Developmental and Sociocultural Reasoning in Early Childhood
Video Lecture Ch 7 Information Processing in Early Childhood
Video Lecture Ch 7 Language Development in Early Childhood
Video Lecture Ch 7 Moral Development in Early Childhood
Video Lecture Ch 7 Early Childhood Education
Chapter 7 - Physical and Cognitive Development In Early Childhood
Video Lectures Ch 8 Socioemotional Development In Early Childhood
Video Lecture Ch 8 Emerging Sense of Self
Video Lecture Ch 8 Emotional Development in Early Childhood
Video Lecture Ch 8 Parenting
Video Lecture Ch 8 Gender Stereotypes, Gender Differences, and Gender Development
Video Lecture Ch 8 Play and Peer Relationships in Early Childhood
Chapter 8 – Socioemotional Development In Early Childhood
*For assignment four proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 7 and chapter 8.
Assignment Five
Middle Childhood
Video Lectures Ch 9 Physical and Cognitive Development In Middle Childhood
Video Lecture Ch 9 Physical and Motor Development in Middle Childhood
Video Lecture Ch 9 Cognitive Development in Middle Childhood
Video Lecture Ch 9 Intelligence
Video Lecture Ch 9 Moral Development in Middle Childhood
Video Lecture Ch 9 Language Development in Middle Childhood
Chapter 9: Physical and Cognitive Development In Middle Childhood
Video Lectures Ch 10 Socioemotional Development In Middle Childhood
Video Lecture Ch 10 Psychosocial Development in Middle Childhood
Video Lecture Ch 10 Peer Relationships in Middle Childhood
Video Lecture Ch 10 Families in Middle Childhood
Video Lecture Ch 10 Common Socioemotional and Developmental Problems in Middle Childhood
Chapter 10: Socioemotional Development In Middle Childhood
*For assignment five proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 9 and chapter 10.
Unit Two Discussion Assignment:
Your Unit Two Discussion Assignment is due 9/15.
This discussion assignment is based on the Video Lectures for chapters 7, 8, 9 and 10 and/or chapters 7, 8, 9 and 10 of the Kuther textbook. Your task is to choose one to three major themes from these Video Lectures or textbook chapters that you want to write about.
I want you to reflect on how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from the Video Lectures for chapters 7, 8, 9 and 10 and/or the chapters 7, 8, 9 and 10 of the Kuther textbook. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapters 7, 8, 9 and 10.
Remember, your discussion response to the question needs to be a minimum of 600 words in 12-point type size. I will not grade a paper that does not meet these minimal requirements. If you fail to hit the minimum word count of 600, you can redo the paper with a late penalty of 20 points. Please divide your discussion paper into paragraphs!
You may want to ask yourself the following questions to help you create a connection response. You are not required to answer all six of the questions. These questions are here to help you to reflect on the material.
1) How does this major concept or theme (a concept from the video lectures or reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the video lectures or reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the video lectures or reading that you choose) relate to your life, experiences, feelings, and ideas?
4) Did the video lectures or reading assignment increase your understanding of a particular issue? Did it change your perspective in any way? Explain.
5) How does the video lectures or reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
To post your discussion, go to “Discussions” and then click on the appropriate Discussion (for example, Unit One Discussion, Unit Two Discussion, etc). Then, under Responses, copy and paste your Discussion into the window that says “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
Rubric used to grade Unit Two Discussion:
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 the assigned reading. | 40 Points Does not contain a clear and thorough response to 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 the paper. | 15 Points Proper grammar and spelling used throughout the paper with major errors. | 10 Points Very poor grammar and spelling used through the paper. |
Exam Two: Exam 2 opens 12:00 am (midnight) on 9/16 and closes at 11:59 pm on 9/17. To get into an exam, click on Lessons and then click on Exams. Exam 2 covers Unit Two, consisting of the video lectures covering chapters 7, 8, 9, and 10. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam, so you understand how to proceed. You are allowed to use your notes and the Guided Notes on the exam but not your textbook or any other electronic device. All notes must be in the form of typed hard copy or hand written.
Unit Three
Unit Three consists of Assignments 7 through 9 and Exam 3. These assignments are to be completed between the dates of 9/18 – 9/29. You will need to budget your time so that you can complete these assignments during the time allowed. I recommend that you put all of these due dates into your daily planner.
Assignment Seven
Adolescence
Video Lectures Ch 11 Physical and Cognitive Development in Adolescence
Video Lecture Ch 11 Conceptions of Adolescence
Video Lecture Ch 11 Physical Development in Adolescence
Video Lecture Ch 11 Brain Development in Adolescence
Video Lecture Ch 11 Adolescent Cognitive Development
Video Lecture Ch 11 Adolescent Moral Development
Video Lecture Ch 11 Schools and Academic Functioning in Adolescence
Chapter 11: Physical and Cognitive Development in Adolescence
Video Lectures Ch 12 Socioemotional Development in Adolescence
Video Lecture Ch 12 Psychosocial Development: The Changing Self
Video Lecture Ch 12 Adolescents and Their Families
Video Lecture Ch 12 Adolescents and Their Peers
Video Lecture Ch 12 Adolescent Sexuality
Video Lecture Ch 12 Problems in Adolescence
Chapter 12: Socioemotional Development in Adolescence
*For assignment seven proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 11 and chapter 12.
Assignment Eight
Emerging and Early Adulthood
Video Lectures Ch 13 Physical and Cognitive Development In Emerging And Early
Adulthood
Video Lecture Ch 13 Emerging Adulthood: Transition to Adulthood
Video Lecture Ch 13 Physical Development in Emerging and Early Adulthood
Video Lecture Ch 13 Health, Fitness, and Wellness in Emerging and Early Adulthood
Video Lecture Ch 13 Cognitive Development in Emerging and Early Adulthood
Video Lecture Ch 13 Education and Development in Emerging and Early Adulthood
Video Lecture Ch 13 Career Development in Emerging and Early Adulthood
Chapter 13: Physical and Cognitive Development in Emerging and Early Adulthood
Video Lectures Ch 14 Socioemotional Development In Emerging and Early Adulthood
Video Lecture Ch 14 Psychosocial Development in Emerging Adulthood and Early Adulthood
Video Lecture Ch 14 Relationships in Psychosocial Development in Emerging and Early Adulthood
Video Lecture Ch 14 Lifestyles and Romantic Partnerships
Video Lecture Ch 14 Parenthood in Early Adulthood
Chapter 14: Socioemotional Development in Emerging and Early Adulthood
*For assignment eight proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 13 and chapter 14.
Unit Three Discussion Assignment:
Your Unit Three Discussion Assignment is due 9/27.
This discussion assignment is based on the Video Lectures for chapters 11, 12, 13, and 14 and/or the chapters 11, 12, 13, and 14 of the Kuther text. Your task is to choose one to three major themes from these Video Lectures or textbook chapters that you want to write about.
I want you to reflect on how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from the Video Lectures for chapters 11, 12, 13, and 14 and/or chapters 11, 12, 13, and 14 of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapters 11, 12, 13, and 14 of the text.
To post your discussion, go to “Discussions” and then click on the appropriate Discussion (for example, Unit One Discussion, Unit Two Discussion, etc.). Then, under Responses, copy and paste your Discussion into the window that says “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
Remember, your discussion response to the question needs to be a minimum of 600 words in 12-point type size. I will not grade a paper that does not meet these minimal requirements. If you fail to hit the minimum word count of 600, you can redo the paper with a late penalty of 20 points. Please divide your discussion paper into paragraphs!
You may want to ask yourself the following questions to help you create a connection response. You are not required to answer all six of the questions. These questions are here to help you to reflect on the material.
1) How does this major concept or theme (a concept from the video lectures or reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the video lectures or reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the video lectures or reading that you choose) relate to your life, experiences, feelings, and ideas?
4) Did the video lectures or reading assignment increase your understanding of a particular issue? Did it change your perspective in any way? Explain.
5) How does the video lectures or reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Rubric used to grade Unit Three Discussion:
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 the assigned reading. | 40 Points Does not contain a clear and thorough response to 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 the paper. | 15 Points Proper grammar and spelling used throughout the paper with major errors. | 10 Points Very poor grammar and spelling used through the paper. |
* The last day to accept late work is 9/29.
*Common Assessment Assignment: Suicide is due 9/27.
In order to locate this assignment, go to Content and click on Common Assessment – Suicide. Then click on Instructions for the Common Assessment – Suicide. Here you will see the four steps to take in order to complete the Common Assessment.
Be sure you complete each of the four steps for your Common Assessment. You MUST copy and paste the template into your computer. Then save the template. Next, you need to answer each question in the template. After you answer each question in the template, you need to copy and paste it into the Drop Box. Under Lessons, you will see “Common Assessment Drop-Box – Fake News.” BE SURE TO INCLUDE THE QUESTIONS AND YOUR ANSWERS when you submit your paper into the Drop-Box. I will not accept a paper that does not include BOTH the questions and the answers. Here is the template that you MUST use:
Common Assessment – Suicide
Template:
First, you need to copy and paste this template into your computer / thumb drive. Be sure to type your answers directly below each question. Some of the questions below are asking for YOUR opinions. If you use others’ opinions from your research articles, you must cite those sources properly, following APA style. You do not have to provide sources for your responses if they are exclusively your opinions.
I have provided some notes in red under each paragraph to help you with your writing. Be sure you delete this information in red before you turn in your paper. Be sure you answer each question.
Paragraph 1: What stage of life and cultural context is presented in your chosen story?
Paragraph 2: According to your research, how do different cultural or social groups perceive suicide at this stage of life?
If you provide very specific information, such as numbers, statistics, or a direct quote, you will also need to provide a page number (or if no page number is available, the paragraph number), such as: Researchers determined that 68% of younger people believed suicide predominantly occurs among young people (Smith & Wesson, 2023, p. 8), while 52% of all older adults believed suicide to be more common among older adults (Jones et al., 2024, para. 6). Anytime you have 3 or more authors, you only list the last name of the first author and then write et al. exactly as you see it done here.
Do not use many (if any) direct quotes. Paraphrase what you have read, using your own words. If you use a direct quote, make sure that it is brilliantly worded and truly adds something to your paper. Do not simply copy what other authors have said, simply because you do not know how to put it into your own words. Get help from a Writers’ Corner tutor. As Marie de Nervaud once said, “You don’t actually have to write anything until you’ve thought it out” (as cited in Pettit, 2012, para. 68). Following the narrative style, place the page or paragraph number at the end of the sentence: Johnson et al. (2025) assert that “this is a dumb sentence” (p. 4).
Paragraph 3: Based on your research and/or your personal observations, what are the cultural, societal, or developmental factors that influence stigma or acceptance of suicide?
Paragraph 4: Based on your research and/or your personal observations, how do prevention and treatment approaches vary across different cultural or social groups AND life stages?
Paragraph 5: What could you do (as an individual) to aid in suicide prevention at the stage of life reflected by the story/case you chose?
Paragraph 6: What could you do (as an individual) to support family members who have lost a loved one to suicide?
Be sure to complete the following checklist for your Common Assessment:
1. Did you use the actual template in your paper? This means that you include the questions in your final paper. Did you answer each question?
2. Does it meet the 700-word minimum (not including the questions in the template). It is ok to go over 700 words.
3. Did you watch and study the two videos in step 3?
Here are the titles of the two videos. You can find them in the step 3 of the common assessment.
The Basics of Citing and Referencing in APA 7th Edition
Where to Place In-Text Citations When Paraphrasing | APA 7th Edition
Students typically have trouble with in-text citations. So please watch these videos carefully. Also, I recommend that you reach out to the Writer’s Corner or to an AC librarian to make sure you are doing the in-text citations properly.
Remember, if you are using information from another source you must provide a citation!
4. Are you using APA format with regard to in-text citations and the bibliography? If you are unclear about what this means, you need to contact the writer’s corner or the library for help.
Only use a reference in your bibliography that you use in your actual paper. In other words, do not put references in your bibliography if you are not using them in the paper.
5. Did you find a specific story as well as two or more appropriate articles? You are required to use a story in your common assessment.
You must have a minimum of three articles (sources).
Exam Three: Exam 3 opens 12:00 am (midnight) on 9/28 and closes at 11:59 pm on 9/29. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of the Video Lectures covering chapters 11, 12, 13, and 14. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam, so you understand how to proceed. You are allowed to use your notes and the Guided Notes on the exam but not your textbook or any other electronic device. All notes must be in the form of typed hard copy or hand written.
Unit Four
Unit Three consists of Assignments 10 through 12 and Exam 4. These assignments are to be completed between the dates of 9/30 – 10/14. You will need to budget your time so that you can complete these assignments during the time allowed. I recommend that you put all of these due dates into your daily planner.
Assignment Ten
Middle Adulthood
Video Lectures Ch 15 Physical and Cognitive Development In Middle Adulthood
Video Lecture Ch 15 Physical Development In Middle Adulthood
Video Lecture Ch 15 Health in Middle Adulthood
Video Lecture Ch 15 Intellectual Abilities in Middle Adulthood
Video Lecture Ch 15 Cognitive Development in Middle Adulthood
Chapter 15 - Middle Adulthood: Physical and Cognitive Development
Video Lectures Ch 16 Socioemotional Development In Middle Adulthood
Video Lecture Ch 16 Psychosocial Development in Middle Adulthood
Video Lecture Ch 16 The Self in Middle Adulthood
Video Lecture Ch 16 Relationships in Middle Adulthood
Video Lecture Ch 16 Careers in Middle Adulthood
Chapter 16 - Middle Adulthood: Emotional and Social Development
*For assignment ten proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 15 and chapter 16.
Assignment Eleven
Late Adulthood / Endings
Video Lectures Ch 17 Physical and Cognitive Development In Late Adulthood
Video Lecture Ch 17 Physical Development in Late Adulthood
Video Lecture Ch 17 Health in Late Adulthood
Video Lecture Ch 17 Dementia in Late Adulthood
Video Lecture Ch 17 Cognitive Development in Late Adulthood
Chapter 17 - Late Adulthood: Physical and Cognitive Development
Video Lectures Ch 18 Socioemotional Development in Late Adulthood
Video Lecture Ch 18 The Self in Late Adulthood
Video Lecture Ch 18 Late Adulthood and Social Contexts
Video Lecture Ch 18 Relationships in Late Adulthood
Video Lecture Ch 18 Retirement
Chapter 18 - Late Adulthood: Emotional and Social Development
Video Lectures Ch 19 Death and Dying
Video Lecture Ch 19 Patterns of Mortality and Defining Death
Video Lecture Ch 19 Conceptions of Death Across the Lifespan
Video Lecture Ch 19 Dying and the Experience of Death
Video Lecture Ch 19 Bereavement and Grief
Chapter 19 - Dying and Death
*For assignment eleven proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 17, chapter 18, and chapter 19.
Assignment Twelve
Unit Four Discussion Assignment:
Your Unit Four Discussion Assignment is due 10/12.
This discussion assignment is based on the Video Lectures for chapters 15, 16, 17, 18, and 19 and/or chapters 15, 16, 17, 18, and 19 of the Kuther textbook. Your task is to choose one to three major themes from these Video Lectures or textbook chapters that you want to write about.
I want you to reflect on how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from the Video Lectures for chapters 15, 16, 17, 18, and 19 and/or the chapters 15, 16, 17, 18, and 19 of the Kuther textbook.
Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapters 15, 16, 17, 18, and 19.
Remember, your discussion response to the question needs to be a minimum of 600 words in 12-point type size. I will not grade a paper that does not meet these minimal requirements. If you fail to hit the minimum word count of 600, you can redo the paper with a late penalty of 20 points. Please divide your discussion paper into paragraphs!
You may want to ask yourself the following questions to help you create a connection response. You are not required to answer all six of the questions. These questions are here to help you to reflect on the material.
1) How does this major concept or theme (a concept from the video lectures or reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the video lectures or reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the video lectures or reading that you choose) relate to your life, experiences, feelings, and ideas?
4) Did the video lectures or reading assignment increase your understanding of a particular issue? Did it change your perspective in any way? Explain.
5) How does the video lectures or reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
To post your discussion, go to “Discussions” and then click on the appropriate Discussion (for example, Unit One Discussion, Unit Two Discussion, etc.). Then, under Responses, copy and paste your Discussion into the window that says “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
Rubric used to grade Unit Four Discussion:
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 the assigned reading. | 40 Points Does not contain a clear and thorough response to 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 the paper. | 15 Points Proper grammar and spelling used throughout the paper with major errors. | 10 Points Very poor grammar and spelling used through the paper. |
Exam Four: Exam 4 opens 12:00 am (midnight) on 10/13 and closes at 11:59 pm on 10/14. To get into an exam, click on Lessons and then click on Exams. Exam 4 covers Unit Four, consisting of Lectures/Chapters 15, 16, 17, 18, and 19. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam, so you understand how to proceed. You are allowed to use your notes and the Guided Notes on the exam but not your textbook or any other electronic device. All notes must be in the form of typed hard copy or hand written.
Additional Information
Syllabus Created on:
07/28/25 4:27 PM
Last Edited on:
07/28/25 4:41 PM