Lifespan Growth & Development Syllabus for 2021-2022
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Instructor Information

Course Information

COVID-19 Protocols

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:

The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.

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-2314-001 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 ResourcesStudent 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

Supplies

Student Performance

Dr. Alan Kee

Professor of Psychology

Amarillo College

 

Lifespan Growth & Development Psychology (WEB)

Syllabus

Summer (8 Week), 2022

 

6/6/2022 - 7/28/2022

 

Welcome to Lifespan Growth & Development Psychology Online!

To view the Syllabus and the Course Schedule / Assignments go to the Home Page for the course and then go to the Lessons tab.  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!

 

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. Thus, students are responsible to check their AC Connect Google Email account on a daily basis. 

 

In order to set up your AC Connect Google Email account, you go to the AC Home Page and click on AC Connect.  Then scroll down and click on “Amarillo College Email (managed by Google). Then you will enter your AC Gmail account (all emails from Google end with @amarillocollege.com; for example, hlvoran@amarillocollege.com). Click next and enter your AC Password and click next. 

 

To send email to your instructor, do the following:

• Click Send Email in the course menu.

 

• Click All Instructor Users.

• Type a Subject, just like you would in an email.

 

• Type your message, then click Submit again.

 

• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.

 

Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.
 

You will need to learn how to use email in this course by viewing two tutorial video on how to access email as a student in the portal and on how to send email from Blackboard.

 

https://use.vg/XUPI9nWJm6A5

 

Introduce Yourself

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 / PBL Assignments.  Then click on “First Assignment: Your Introduction.” Next, click on “Create Thread,” and give your post a title (Subject).  Then, copy and paste your brief introduction in the “Message” window.  Click “Submit.” 

You must make this post by Friday June 10. 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?

Developmental psychology courses are often required for many college majors including those going into psychology, education, and nursing. Why are such classes so important? Whether you want to take just one course or devote your entire education to studying the topic, there are plenty of great reasons to learn more about human development.

If you are majoring in psychology, education, or a medical field, some background knowledge of how people grow and change throughout life is essential. However, understanding how humans develop throughout the lifespan can be helpful for anyone. Here are five reasons you should consider studying human development.

1. Studying Human Development Helps You Better Understand Yourself

We were all kids once, so learning more about how children develop and grow can provide additional insight into how you have become the person you are. Studying human development can also help you learn more about your future. By understanding the aging process, you'll be better prepared when you face issues associated with growing older.

2. Studying Human Development Helps You Learn More About Your Children

Whether you are a parent now or are planning to become one in the future, studying human development can teach you a great deal about your children. In addition to learning things that can help make you a better parent, you can gain greater insight into how your children behave, think, learn, and feel. Development is a complex process, so learning more about how kids grow physically, socially, emotionally, and cognitively can lead to a deeper understanding of kids of all ages.

3. You'll Better Understand How to Interact With Kids

If you plan on having children or working with them at some point, studying human development can greatly improve your ability to interact with kids. Once you better understand the stages of development and what makes kids tick, you will feel more comfortable talking, playing, and working with them.

4. You'll Gain a Greater Appreciation of Development Throughout Life

When we think of human development, it's easy to think of it as a process that is largely complete once we hit early adulthood. It is important to realize, however, that development is an ongoing process that continues all throughout life.

As you enter adulthood, navigate middle age, and face the onset of old age, having a greater understanding of how people continue to grow and change as they get older can help you appreciate and manage all the stages of your life.

5. Studying Human Development Helps You Understand What's Normal, and What's Not

Another important reason to study development is that you can gain a greater understanding of what's normal. While every person is a little bit different, human development tends to follow a remarkably predictable pattern. Once you have studied development, you'll know what's typical at certain ages and stages.

Perhaps most importantly, studying human development makes it easier to spot possible signs of trouble. From problems with physical or cognitive development in early childhood to emotional struggles later in life, being able to identify potential problems is important. The earlier developmental problems are detected, the sooner intervention can begin. No matter what the situation, early detection, and treatment can lead to better outcomes.

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:  806-371-5183 is my office number.  The best way to reach me is through email using your AC Connect Google Email account.   If you need to contact me by phone, 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.  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. If for some reason you cannot get your AC Connect Google Email account to work you may email me at jakee@actx.edu until you get your AC Connect Google Email account to work.

 

OFFICE HOURS: I have online office hours Mon. – Thu.  9:00 am – 10:00 am; I prefer to meet by phone or zoom due to Covid.  Please call me on my cell at 806-336-2143 to set an appointment by phone or zoom. 

  

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

 

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 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 iswww.actx.edu/arc

 

ATTENDANCE POLICY:

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

 

COVID Reporting Requirements

You are required to report to your instructor any of the following:

Pending COVID test

Positive COVID test

Close contact with someone who has tested positive

Close contact is defined as a cumulative 15 minutes less than six feet apart—with or without a mask—over the course of 24 hours. This even includes brief interactions if they add up to 15 minutes over the course of a day. 

Students – if you have a pending test, positive test, or close contact with a COVID positive individual, you should email each of your instructors immediately. 

 

ADMINISTRATIVE DROP POLICY:

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

 

Tutoring Policy:

If a student scores below 70% on an exam or writing assignment, he or she will be required to attend tutoring per the instructor’s directions before being allowed to complete the next assigned work.

 

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 illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the exam.

 

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:

1. How many exams are there in this course?

 

There will be five multiple choice EXAMS.  The four exams include Exam 1, Exam 2, Exam 3, Exam 4 and a Comprehensive Final Exam.  The five exams will be taken online.  Each exam is scored on a 100-point scale.  

2. Do I have to take the Final Exam if I am satisfied with my scores on Exam 1, Exam 2, Exam 3, and Exam 4?

You do not have to take the Final exam if you are satisfied with your scores on Exam 1, Exam 2, Exam 3, and Exam 4. 

The lowest exam score out of the five is automatically dropped.  Therefore, if you are satisfied with your scores on Exam 1, Exam 2, Exam 3, and Exam 4 then you have the option to not take the Comprehensive Final Exam.  (You do not need to notify your instructor that you are choosing not to take the Final Exam because the lowest exam grade is automatically dropped.)

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? 

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 need to allow an hour and a half to take an exam, even though most students will finish in about 50 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 in 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. 

GENERAL EXAM INSTRUCTIONS

1. 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. 

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. 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.

6. 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.

7. 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, 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 with many similar practice test questions. 

 

8. 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 and the time management 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.

9. 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.”   

10. 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. 

 

11. 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 Discussions / (PBL) Problem Based Learning Assignments are worth 20%, the Service Learning 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; Final Exam = 0 (drop grade)

LockDown Browser Practice Test = 100

Discussions / (PBL) Assignments:  100, 100, 100, 100

Service Learning 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 / (PBL) 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 / (PBL) Assignments)

100 X .10 = 10.00 (Service Learning 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!

 

12. 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

 

13. What are the weight of the assignments?

The Exams and the Discussions / (PBL) Problem Based Learning Assignments 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 Discussions / (PBL) Problem Based Learning Assignments are worth 20% of the course grade, and the Service Learning Project is worth 10% of the course grade.

*The LockDown Browser Practice Test, Discussions, and Service Learning Project all take some time but each of you should acquire close to full credit for these areas; they are worth 35% of your grade!  They are very doable if you dedicate the time to complete them! 

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

Blackboard will drop your lowest exam grade as you take the exams.  For example, let’s assume that you made a 52 on exam 1, a 95 on exam 2, a 95 on exam 3, and a 95 on exam 4. Your “Exams AVG” (Exams Average) will automatically drop the lowest exam of 52.  Your “Exams AVG” (Exams Average) will indicate you have a 95.  Do not make the mistake of thinking you have an “A” average on the exams and decide not to take the Final Exam.  Blackboard drops the lowest exam grade as you take the exams.  It is not considering that you will have a zero for the Final Exam, which will actually be your drop grade.  In other words, after your zero on the Final Exam is dropped, your “Exams AVG” (Exams Average) will show an 84.25 (52+95+95+95 = 337/4 = 84.25). 

Please be aware that the Course Average grade that you see will NOT BE ACCURATE UNTIL all of the Exams, LockDown Browser Practice Test, Discussions / (PBL) Problem Based Learning Assignments, and Service Learning Project have been completed for the class. 

 

Assuming that you completed Exam 1, Exam 2, Exam 3, and Exam 4, you will then need to calculate your grade by hand to help determine your decision whether or not to take the Final Exam.  If you choose to make your Final Exam your drop grade, you could determine your Course Grade by entering a zero for the Final Exam grade.  Then proceed to do the calculation as indicated above in this syllabus.

 

GENERAL QUESTIONS AND ANSWERS:

When you go to Lessons Tab and then to Discussions, 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. 
 

 

DISCUSSIONS / PARTICIPATION:

How do we participate in this online class?

Students participate in this course by doing the Discussions / (PBL) Problem Based Learning Assignments and the Service Learning Projects. 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.

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 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. 

 

Where do we find the homework assignments?

All homework assignments are found in your Course Schedule / Assignments (found under the Lessons Tab).

What types of homework assignments will we have?

Homework assignments consist of reading and outlining the assigned reading material, watching video lectures, taking the exams, completing Discussions / PBL Assignments, and completing a Service Learning Project.  I recommend you outline (take notes) on the reading assignments, but you do not turn in the outlines to your instructor.

 

Are we required to respond to other students posts?

Yes, depending on the assignment.  The Course Schedule / Assignments will give you the instructions for each Assignment.  Please refer to your Course Schedule for the minimum word count for each written assignment. No credit is given for a peer response that does not meet the minimum word requirement for the written assignment.  Your word processor should give you a word count for your discussion papers.

 

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. 

 

How will the Discussions / (PBL) Problem Based Learning Assignments and the Service Learning Project be graded?

The details / instructions for the Discussions / (PBL) Problem Based Learning Assignments and the Service Learning Project and the rubric for each of these assignments are found in the Course Schedule / Assignments. 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 Discussions / (PBL) Problem Based Learning Assignments and/or Service Learning 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 July 22!

 

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:
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 7/20/22.  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.

 

 

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

Dr. Alan Kee

Professor of Psychology

Amarillo College

 

Lifespan Growth & Development Psychology (WEB)

Course Schedule / Assignments

 

Summer (8 Week), 2021

6/7/2021 - 7/29/2021

Welcome to Lifespan Growth & Development Psychology (Online)!

I want you to use the user-friendly version of the Syllabus and the Schedule / Assignments document in this course by going to the Home Page for the course and then going to the Lessons tab.  Here you will find the two most important documents in the course: the Syllabus and the Course Schedule / Assignments document.

Please read and review carefully all of 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, in reality it is not all that complicated. It is lengthy because I’m going to great length 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 more complicated than they actually are. 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 the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me. 

In addition, I strongly recommend that you write the due date for all of 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 of the assignments ahead of time and plan your time so that you can complete them on time. 

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. Thus, students are responsible to check their AC Connect Google Email account on a daily basis. 

 

In order to set up your AC Connect Google Email account, you go to the AC Home Page and click on AC Connect.  Then scroll down and click on “Amarillo College Email (managed by Google). Then you will enter your AC Gmail account (all emails from Google end with @amarillocollege.com; for example, hlvoran@amarillocollege.com). Click next and enter your AC Password and click next. 

 

To send email to your instructor, do the following:

• Click Send Email in the course menu.

• Click All Instructor Users.

                                                                                       

• Type a Subject, just like you would in an email.

• Type your message, then click Submit again.

• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.

Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.

You will need to learn how to use email in this course by viewing two tutorial video on how to access email as a student in the portal and on how to send email from Blackboard.

 

https://use.vg/XUPI9nWJm6A5

Introduce Yourself

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 / PBL Assignments.  Then click on “First Assignment: Your Introduction.” Next, click on “Create Thread,” and give your post a title (Subject).  Then, copy and paste your brief introduction in the “Message” window.  Click “Submit.” 

You must make this post by Sunday June 13. 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. ** 

*I also want to alert you early in the semester that the Service Learning Project is due July 19.  This project has been adapted due to Covid.  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 find the details on this assignment by skipping down to the Unit Three of this document.  This project requires you to write four paragraphs and then answer some graph questions.  I suggest you do one paragraph per week.  This approach will prevent you from the stress of doing all at the last minute!

Summary / Overview of Course Assignments:

This summary provides an overview of all the assignments and due dates.  Please take the time to look at all of these assignments ahead of time and plan your time so that you can complete them on time. 

After you read this Summary / Overview of Course Assignments, please continue to read the Detailed Description of Assignments below.  This part of the Course Schedule provides detailed instructions for each assignment in an attempt 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 in an attempt to answer most of the questions you may have.  The papers that you write are NOT as difficult as all of the instructions appear at first glance. 

Overview of Assignments:

Unit 1 (June 7 – June 23)	Unit 2 (June 24 – July 9)	Unit 3 (July 10 – July 28)
Assignment One: The Study of Human Development Chapter 1 Chapter 2 Assignment Two: Birth and Infancy Chapter 4 Chapter 5 Chapter 6 Lecture: The Birth of a Child with a Handicapping Condition	Assignment Four Early Childhood Chapter 7 Chapter 8 Lecture on Asperger's Syndrome Assignment Five Middle Childhood Chapter 9 Chapter 10 Assignment Six Adolescence Chapter 11 Chapter 12 Lecture on Costs and Benefits of Adolescent Employment	Assignment Nine Early Adulthood Read and Outline: Chapter 13 Chapter 14 Lecture on Family Transitions Assignment Ten Middle Adulthood Chapter 15 Chapter 16 Lecture on Loneliness in Adults Lecture on Divorce, Remarriage, and Middle Adulthood Assignment Eleven Late Adulthood Chapter 17 Chapter 18 Chapter 19 Lecture on Sex in Old Age   Lecture on Near-Death Experiences
Assignment Three Unit One Discussion / (PBL) Problem Based Learning Assignment	Assignment Seven Unit Two Discussion / (PBL) Problem Based Learning Assignment	Assignment Twelve Unit Three Discussion / (PBL) Problem Based Learning Assignment Assignment Thirteen Service Learning Project
Exam 1	Exam  2	Exam  3 Final Exam

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!

Detailed Description of Assignments for Unit One, Unit Two, and Unit Three:

Unit One 

Unit One consists of Assignments 1 through 3 and Exam 1. These Assignments are to be completed between the dates of June 7 – June 23.     

Assignment One

The Study of Human Development

Chapter 1 - Introduction

Chapter 2 - Theories of Development

*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.

Ch 1 and Ch 2 Study Guide:

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, have your electronic copy of your study guide open while you read and highlight the chapter.  As you read the text, take notes by filling in the missing information in your study guide.  The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.

The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information.  You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams.  The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”).  You do not turn in this completed study guide to your instructor.

Note: Ch 1 study guide is a detailed (“filled in”) version of an outline for Ch 1; this detailed study guide is to be used as a model.  All of the other study guides are not as detailed.  You job is to go in and add more content to the study guides.  This learning activity will get you more involved with the assigned reading material and help you prepare for the exams.

Discussion Questions for Review

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 1 and Ch 2 by going into Lessons and clicking on “Discussion Questions for Review.”  Use your “filled out” study guide / outline 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 do not turn this review of discussion Questions into your instructor.  They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.

Practice Exam Questions

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 1 and Ch 2 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

Birth and Infancy

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 

           

            Lecture: The Birth of a Child with a Handicapping Condition

           

Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course.  These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.

Ch 4, Ch 5, and Ch 6 Study Guide:

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, have your electronic copy of your study guide open while you read and highlight the chapter.  As you read the text, take notes by filling in the missing information in your study guide.  The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.

The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information.  You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams.  The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”).  You do not turn in this completed study guide to your instructor.

Discussion Questions for Review

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 4, Ch 5, and Ch 6 by going into Lessons and clicking on “Discussion Questions for Review.”  Use your “filled out” study guide / outline 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 do not turn this review of discussion Questions into your instructor.  They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.

Practice Exam Questions

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 4, Ch 5, and Ch 6 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 Three

Unit One Discussion / (PBL) Problem Based Learning Assignment

In this assignment, as a way to stimulate interest in the topic of human develop your goal is to identify and write about five past events that have had an impact on your life. In your paper, provide your age at which each event occurred and provide a brief description of what happened. Then, you are to hypothesize and write about five future events that you believe will significantly affect your development.  Be sure to apply one or more concepts from any part of the textbook to your life experience in this paper.  It will be interesting for you to reflect on these events as you proceed through the course, learning more detail about human development across the lifespan.  Be sure you give credit in the body of your paper to the authors of the textbook.  Also, provide the page number. For example, if you were referring to page 174, it would look like this in the body of your paper: (Crandell, T. L., Crandell, C. H., & Vander Zanden, J. W., 2012, p. 174). 

Your Unit One Discussion / (PBL) Problem Based Learning Assignment is due June 19.  We will discuss this question at this time.  Remember that part of the assignment is for you to respond to at least one of your classmate’s posting.  Your peer response is due June 22.

To post your Unit One Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12 point type size, and your peer response needs to be a minimum of 200 words.  I will not grade a paper that does not meet these minimal requirements.  Please divide your 600 word discussion paper into paragraphs! 

In terms of your 200 word peer response, I want to see that you gave their discussion some real thought.  For this assignment, your goal is to relate (connect) ideas from another source (such as the text, lecture, website, newspaper, article, book, etc.) to your peer’s response.  After you relate ideas from some source to your peer’s response, you then also add your personal experience (observations) and opinions to your peer’s response.  You must cite the source in the body of your peer response AND provide the reference (bibliography) after your peer response.  

Use APA style when citing sources in the body of your peer response and when listing your reference at the end of your peer response.  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 of using 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 of using online source (website) 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.

Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.

Rubric used to grade Unit One Discussion and Peer Response:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	50 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 responses 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.	20 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	10 Points Information is clearly organized.	7 Points Information is loosely organized.	5 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	10 Points Proper grammar and spelling used throughout the paper.	7 Points Proper grammar and spelling used throughout the paper with major errors.	5 Points Very poor grammar and spelling used through the paper.
Peer Response	30 Points Peer response meets the minimum 200 word requirement.  Demonstrates that the student gave their peer’s discussion some real thought.  The student relates ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response.  Uses APA Style in the body of the paper (peer response) to reference the source(s).  The peer response paper also includes a bibliography.	16 Points Peer response meets the minimum 200 word requirement.  The peer response does not relate ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference after the peer response.	0 Points Does not meet the minimum 200 word requirement.

Exam One: The testing date is June 23 - June 24.  Exam 1 opens 12:00 am (midnight) on June 23 and closes at 11:59 pm on June 24.  To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Assignments 1, and 2.  This exam is taken online. 

Unit Two 

Unit Two consists of Assignments 4 through 7 and Exam 2. These assignments are to be completed between the dates of June 24 – July 9.

Assignment Four

Early Childhood

Chapter 7 - Early Childhood: Physical and Cognitive Development

Chapter 8 - Early Childhood: Emotional and Social Development

Lecture on Asperger's Syndrome

 

Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course.  These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.

Ch 7 and Ch 8 Study Guide:

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, have your electronic copy of your study guide open while you read and highlight the chapter.  As you read the text, take notes by filling in the missing information in your study guide.  The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.

The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information.  You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams.  The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”).  You do not turn in this completed study guide to your instructor.

Discussion Questions for Review

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 7 and Ch 8 by going into Lessons and clicking on “Discussion Questions for Review.”  Use your “filled out” study guide / outline 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 do not turn this review of discussion Questions into your instructor.  They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.

Practice Exam Questions

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 7 and Ch 8 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 Five

Middle Childhood

Chapter 9 - Middle Childhood: Physical and Cognitive Development

Chapter 10 - Middle Childhood: Emotional and Social Development

Ch 9 and Ch 10 Study Guide:

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, have your electronic copy of your study guide open while you read and highlight the chapter.  As you read the text, take notes by filling in the missing information in your study guide.  The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.

The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information.  You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams.  The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”).  You do not turn in this completed study guide to your instructor.

Discussion Questions for Review

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 9 and Ch 10 by going into Lessons and clicking on “Discussion Questions for Review.”  Use your “filled out” study guide / outline 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 do not turn this review of discussion Questions into your instructor.  They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.

Practice Exam Questions

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 9 and Ch 10 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 Six

Adolescence

Chapter 11 - Adolescence: Physical and Cognitive Development

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. *Note: there may be discussion questions at the end of the lectures in this course.  These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.

Ch 11 and Ch 12 Study Guide:

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, have your electronic copy of your study guide open while you read and highlight the chapter.  As you read the text, take notes by filling in the missing information in your study guide.  The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.

The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information.  You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams.  The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”).  You do not turn in this completed study guide to your instructor.

Discussion Questions for Review

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 11 and Ch 12 by going into Lessons and clicking on “Discussion Questions for Review.”  Use your “filled out” study guide / outline 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 do not turn this review of discussion Questions into your instructor.  They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.

Practice Exam Questions

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 11 and Ch 12 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 Seven

Unit Two Discussion / (PBL) Problem Based Learning Assignment:

Your Unit Two Discussion / (PBL) Problem Based Learning Assignment is to answer one of the 4 questions below.  Each of the Discussion Questions relate to the readings and / or lectures in Unit Two. 

Your Unit Two Discussion / (PBL) Problem Based Learning Assignment is due July 5.  Remember that part of the assignment is for you to respond to one of your classmate’s postings.  Your peer response is due July 8. 

To post your Unit Two Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12 point type size, and your peer response needs to be a minimum of 200 words.  I will not grade a paper that does not meet these minimal requirements.  Please divide your 600 word discussion paper into paragraphs! 

In terms of your 200 word peer response, I want to see that you gave their discussion some real thought.  For this assignment, your goal is to relate (connect) ideas from another source (such as the text, lecture, website, newspaper, article, book, etc.) to your peer’s response.  After you relate ideas from some source to your peer’s response, you then also add your personal experience (observations) and opinions to your peer’s response.  You must cite the source in the body of your peer response AND provide the reference (bibliography) after your peer response.  

Use APA style when citing sources in the body of your peer response and when listing your reference at the end of your peer response.  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 of using 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 of using online source (website) 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.

Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.

Rubric used to grade Unit Two Discussion and Peer Response:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	50 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 responses 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.	20 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	10 Points Information is clearly organized.	7 Points Information is loosely organized.	5 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	10 Points Proper grammar and spelling used throughout written and oral work.	7 Points Proper grammar and spelling used throughout written and oral work with major errors.	5 Points Very poor grammar and spelling used through written and oral work.
Peer Response	30 Points Peer response meets the minimum 200 word requirement.  Demonstrates that the student gave their peer’s discussion some real thought.  The student relates ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response.  Uses APA Style in the body of the paper (peer response) to reference the source(s).  The peer response paper also includes a bibliography.	16 Points Peer response meets the minimum 200 word requirement.  The peer response does not relate ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference after the peer response.	0 Points Does not meet the minimum 200 word requirement.

In order to increase the variety of questions answered, I would like to distribute the questions across the people in this class:

• If your last name falls between A – F, then your assigned question is question 1. 
• If your last name falls between G – M, then your assigned question is question 2. 
• If your last name falls between N – T, then your assigned question is question 3. 
• If your last name falls between U – Z, then your assigned question is question 4. 

1. Parenting Styles

How would you explain the parenting style your parents used in raising you? Were they highly restrictive, permissive, or more democratic? In what ways has their approach affected your self-esteem / self-concept? If you are a parent, do you parent in the same way or differently?  Relate your experience of how you were parented to two or three concepts in the textbook. 

2. Adolescent Employment

What is your opinion about adolescent employment? Describe your employment experiences during high school.  (If you were not employed during high school, then reflect on your observations of the other students working during this time.) What were the positive and negative effects of employment for you during high school?  How did your experiences compare to the research findings discussed in Chapter 12? What changes could be made in adolescent employment situations that would emphasize the positive effects of employment and minimize the negative effects? What could be done to make adolescent work experience more useful in career decision making and more relevant to teenagers' later careers?

3. The Social Worlds of Adolescents Compared to Those of Young Children

Adolescence is a time of great change in socialization. Often teenagers are thrown into situations for which they feel unprepared. Similarly, the period of early childhood (ages 2 to 6) involves changes and challenges in socialization as the young child moves from home to nursery school, kindergarten, and first grade. Compare and contrast the social worlds of adolescence and early childhood. What similarities and differences exist?  Connect your observations to two or three concepts in the textbook. 

4. Media Effects

In this assignment, your goal is to observe systematically a medium to which teenagers are regularly exposed (e.g., internet, television, popular movies, music videos, magazines, “Top 40” radio).  This observation can be an effective way of examining specific cultural influences on adolescents. Possible topics for observation might include vocational roles of men and women on television, portrayals of love and sex in popular songs, parent-teenager relations on television, or images of physical beauty in teenage fashion magazine advertisements.

Select a topic (vocational roles of men and women on television, portrayals of love and sex in popular songs, parent-teenager relations on television, or images of physical beauty in teenage fashion magazine advertisements) that you want to focus on and then select the media (internet, television shows, movies, magazines, and/or songs ) you want to focus on.  You may choose to concentrate on one or several television shows, movies, magazines, and/or songs.  

After completing your observations, explain what effects the media characteristics you have observed might have on specific areas of adolescent development—how vocational roles on television might affect teenagers' own career aspirations, for example.  Relate and describe what you observe in the media to two or three specific concepts in your textbook on adolescent development.

Exam Two: The testing date is July 9 – July 10.  Exam 2 opens 12:00 am (midnight) on July 9 and closes at 11:59 pm on July 10.  To get into an exam, click on Lessons and then click on Exams. Exam 2 covers Unit Two, consisting of Assignments 4, 5, and 6.  This exam is taken online. 

Unit Three

Unit Three consists of Assignments 9 through 13 and Exam 3. These assignments are to be completed between the dates of July 10 – July 28.

Assignment Nine

Early Adulthood

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. *Note: there may be discussion questions at the end of the lectures in this course.  These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.

Ch 13 and Ch 14 Study Guide:

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, have your electronic copy of your study guide open while you read and highlight the chapter.  As you read the text, take notes by filling in the missing information in your study guide.  The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.

The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information.  You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams.  The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”).  You do not turn in this completed study guide to your instructor.

Discussion Questions for Review

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 13 and Ch 14 by going into Lessons and clicking on “Discussion Questions for Review.”  Use your “filled out” study guide / outline 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 do not turn this review of discussion Questions into your instructor.  They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.

Practice Exam Questions

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 13 and Ch 14 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 Ten

Middle Adulthood

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. *Note: there may be discussion questions at the end of the lectures in this course.  These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.

Ch 15 and Ch 16 Study Guide:

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, have your electronic copy of your study guide open while you read and highlight the chapter.  As you read the text, take notes by filling in the missing information in your study guide.  The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.

The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information.  You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams.  The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”).  You do not turn in this completed study guide to your instructor.

Discussion Questions for Review

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 15 and Ch 16 by going into Lessons and clicking on “Discussion Questions for Review.”  Use your “filled out” study guide / outline 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 do not turn this review of discussion Questions into your instructor.  They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.

Practice Exam Questions

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 15 and Ch 16 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 Eleven

Late Adulthood

Chapter 17 - Late Adulthood: Physical and Cognitive Development

Chapter 18 - Late Adulthood: Emotional and Social Development

Chapter 19 - Dying and Death

Lecture on Sex in Old Age

Lecture on Near-Death Experiences

Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course.  These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.

Ch 17, Ch 18, and Ch 19 Study Guide:

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, have your electronic copy of your study guide open while you read and highlight the chapter.  As you read the text, take notes by filling in the missing information in your study guide.  The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.

The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information.  You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams.  The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”).  You do not turn in this completed study guide to your instructor.

Discussion Questions for Review

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 17, Ch 18, and Ch 19 by going into Lessons and clicking on “Discussion Questions for Review.”  Use your “filled out” study guide / outline 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 do not turn this review of discussion Questions into your instructor.  They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.

Practice Exam Questions

After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 17, Ch 18, and Ch 19 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 Twelve

Unit Three Discussion / (PBL) Problem Based Learning Assignment:

Your Unit Three Discussion / (PBL) Problem Based Learning Assignment is to answer one of the 5 questions below.  Each of the Discussion Questions relate to the readings and lectures in Unit Three. 

Your Unit Three Discussion / (PBL) Problem Based Learning Assignment is due July 20.  We will discuss this question at this time.  Remember that part of the assignment is for you to respond to at least one of your classmate’s posting.  Your peer response is due July 23.  

To post your Unit Three Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12 point type size, and your peer response needs to be a minimum of 200 words.  I will not grade a paper that does not meet these minimal requirements.  Please divide your 600 word discussion paper into paragraphs! 

In terms of your 200 word peer response, I want to see that you gave their discussion some real thought.  For this assignment, your goal is to relate (connect) ideas from another source (such as the text, lecture, website, newspaper, article, book, etc.) to your peer’s response.  After you relate ideas from some source to your peer’s response, you then also add your personal experience (observations) and opinions to your peer’s response.  You must cite the source in the body of your peer response AND provide the reference (bibliography) after your peer response.  

Use APA style when citing sources in the body of your peer response and when listing your reference at the end of your peer response.  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 of using 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 of using online source (website) 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.

Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.

Rubric used to grade Unit Three Discussion and Peer Response:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	50 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 responses 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.	20 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	10 Points Information is clearly organized.	7 Points Information is loosely organized.	5 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	10 Points Proper grammar and spelling used throughout written and oral work.	7 Points Proper grammar and spelling used throughout written and oral work with major errors.	5 Points Very poor grammar and spelling used through written and oral work.
Peer Response	30 Points Peer response meets the minimum 200 word requirement.  Demonstrates that the student gave their peer’s discussion some real thought.  The student relates ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response.  Uses APA Style in the body of the paper (peer response) to reference the source(s).  The peer response paper also includes a bibliography.	16 Points Peer response meets the minimum 200 word requirement.  The peer response does not relate ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference after the peer response.	0 Points Does not meet the minimum 200 word requirement.

In order to increase the variety of questions answered, I would like to distribute the questions across the people in this class:

• If your last name falls between A – E, then your assigned question is question 1. 
• If your last name falls between F – J, then your assigned question is question 2. 
• If your last name falls between K – O, then your assigned question is question 3. 
• If your last name falls between P – T, then your assigned question is question 4. 
• If your last name falls between U – Z, then your assigned question is question 5. 

1. Love and Marriage

Talk to three people you would expect to have contrasting views on love and marriage (differences in age, gender, upbringing, experience, and religion might affect attitudes). Ask each the same questions and then compare their answers.  Relate the information that you gather from your interview to two or three specific themes in your text on adulthood.   

2. Vocational Identity

Vocational identity is fluid in early adulthood. Talk with several people over age 30 about their work history. Are they doing what they expected when they were younger? Are they settled in their vocation and job? Pay attention to their age when they decided on their jobs. Was age 25 a turning point?  Relate the information that you gather from your interview to two or three specific themes in your text on adulthood.   

3.      Adult Issues

Views on love, cohabitation, divorce, marriage, working women, extramarital affairs, and child-rearing practices can be different in early adulthood from views in middle and later adulthood. Interview one person from early adulthood, one from middle adulthood, and one from later adulthood, asking each to describe his or her thoughts on each of these topics.  Relate the information that you gather from your interview to two or three specific themes in your text on adulthood.   

4. Divorce

Interview two women and two men who have experienced divorced.  These people must currently be in middle adulthood.  Based on your interview, answer the following question: Are divorce and remarriage more difficult for women or for men? Explain.  Evaluate the "work" of divorce and remarriage in relation to Erikson's and Levinson's stages of middle adulthood.

5. Death and Dying

Interview a person who has had the experience losing a person (or people) close to them.  Relate the information that you gather from your interview to two or three specific themes in your text on late adulthood and/ or the end of life. In addition, reflect on these questions: If death is a natural part of life -- it's a natural progression of life, birth, growth, maturity, aging, and death -- then why do so many people regard death as bad?  Also, would you fill out a do-not-resuscitate order or living will for yourself? Why or why not?

Assignment Thirteen

Service Learning Project

In essence, service learning is a way of learning that benefits not only the students but the surrounding community as well. It works by teaching concepts in the classroom, which can be applied within that community; as a result, it is mutually beneficial to everyone involved. Although this type of learning breaks away from the traditional classroom, it offers students a chance to connect what they are learning with action, while at the same time helping to improve the lives of others around them. (Be sure to include your Service Learning Project on your resume if you have physically volunteered hours at an agency.)

The Service Learning Project is due July 19.  This project has been adapted due to Covid.  In the past you were required to do three hours of volunteer work at a nonprofit agency. Because of Covid, the instructions have been modified.  Because of Covid-19, we are not physically going to agencies to volunteer.  You are not required to complete volunteer hours.  In this Service Learning Project you are to reflect on a time that you have volunteered and then answer the questions in the Service Learning Project Template. If you have never volunteered, please research a local agency and then answer the questions in the Service Learning Project Template.  Once you go through the steps below, this assignment should be clear.

There are several steps to complete for this Service Learning Project.  These steps serve as the instructions on how to complete the project:

Step 1: Click on the Service Learning Project at the upper left hand corner of the Home Page of the course in order to access the required documents needed to complete the Service Learning Project.

Step 2: Open and read the document entitled “Service Learning Project Template.” After you read this document, you will understand what you are required to do for this assignment. This is the template you use to answer the questions.  You MUST include the questions in your paper!  I will have a very difficult time grading your answers if I cannot see each of the questions that you are answering.

Step 3: Open and read the document entitled “Reading Graphs and Charts.”  This mini lecture will help you better understand how to interpret information on graphs and charts.  This mini lecture will help you to better understand how to answer the questions related to the graphs (question 5).

Step 4: Open and read the document entitled “Volunteer Opportunities for Service Project.”  This document will give you information on possible places for you to consider for your volunteer work. If none of these organizations interest you, feel free to research other agencies.  You can also google Volunteer Match Amarillo for more ideas!   

You do not need to send a verification form from your agency. 

Step 5: After you select an agency, proceed to answer the questions in the “Service Learning Project Template.” Remember to SAVE YOUR DOCUMENT as a WORD file or a RICH TEXT FORMAT file on your computer.  Do NOT submit your paper as a pdf. file.

Step 6: EDITING YOUR WORK: Good ideas require excellent writing to be understood! Please take time to EDIT your work carefully as you will be graded on your grammar, writing mechanics, organization of your thought and the "knowledge you possess" related to the data and graphs on poverty.  Write in complete sentences, remember punctuation and capitalization and proper grammar count!  JUST A NOTE: "I" is a proper noun and should BE CAPITALIZED! This is NOT A TEXT MESSAGE TO YOUR FRIENDS! It's a COLLEGE-LEVEL WRITING ASSIGNMENT! 

If you are not a strong writer, please submit your work prior to the due date to the WRITER'S CORNER for editing. You can contact them at the following web link and/or phone number: https://www.actx.edu/english/writerscorner or  (806) 345-5580. They are located in Ordway Hall, Room 102. 

Step 7: CITING SOURCES:  A part of your grade will be over proper citing of sources for this project.  Remember, in the items that are required to have a bibliography/reference section, 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".           

Examples: 

General Psychology textbook:

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

Lifespan Development textbook:

Crandell, T., Crandell, C., and Vander Zanden, J. (2012).  Human Development.  McGraw Hill (10th Edition)., page 102.

Psychology of Adjustment textbook:

Corey, G., Corey, M.S., and Muratori, M. I Never Knew I Had a Choice.  Cengage (11^th Edition). page 45.

For an online source (particularly those related to your agency history) you will have a citation that looks like this:

High Plains Food Bank: About The Agency. Retrieved May 21, 2016 from https://www.hpfb.org/Hunger

As well, be sure you ALWAYS cite your sources in the body of your text where you use the reference: For example:

The purpose of the High Plains Food Bank is to help "food insecure" families get the nutrition they need in the 29 counties of the Texas Panhandle (High Plains Food Bank: About, May 21, 2016).

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!

Step 8: Instructions for uploading your Service Learning Project into the course.  Go to the Service Learning Project in the upper left hand corner of the Home Page.  Click on the Service Learning Project Drop Box.  Then, click on “Write Submission” and you will see the Text Submission box.  Copy and paste your completed Service Learning Project Essay (Service Learning Project Essay Template) that you have already saved to your computer into this Text Submission box.  (DO NOT submit your paper into the COMMENTS section!) In order to paste your Service Learning Project Essay into the Text Submission box, you will first need to highlight your Service Learning Project Essay.  Then hold the Ctrl button and press C to copy.  Next, you will need to click your cursor inside of the Text Submission box.  Then, hold the Ctrl button and press V to paste your Essay into the Text Submission box.  Then click Submit and it will upload into the course. I will then go in at a later time and grade your Essay.

GRADING RUBRIC FOR YOUR SERVICE PROJECT ASSIGNMENT

	Levels of Achievement
Criteria	EXCEEDS EXPECTATIONS	MEETS EXPECTATIONS	MEETS MOST or SOME EXPECTATIONS & NEEDS IMPROVEMENT	DOES NOT MEET EXPECTATIONS	DID NOT ANSWER QUESTION
KNOWLEDGE QUESTION #1 Weight 20.00%	20 Contains clear, thorough responses to each of the parts of EACH of the questions identified in the assignment. It provides evidence that the student has diligently researched the history of the agency the agency/organization, the social issue the agency is concerned with, and the specific intervention(s) used to help the issue. It provides evidence that the student has diligently identified the tasks. Provides proper citation.	17 Addresses almost all of the parts of the questions, and answers ALL the questions identified in the assignment. Provides some evidence that the student has researched the history, social issues and specific interventions of the agency with which they were involved. Provides at least one reference that is appropriate with citation in text.	14 Does not address all of the parts of the questions in the assignment, or skipped one of the questions. It provides minimal evidence that the student has diligently researched the history of the agency, the social issue the agency is concerned with and the specific intervention used to help the issue, the social issue the concerned with and the specific intervention used to help the issue. Fails to provide clear evidence that the student has diligently identified the tasks at the chosen agency.  Failed to provide appropriate reference and/or citation and bibliography.	10 Minimally addresses and or fails to answer some of the questions in item #1. It does not provide evidence that the student researched the history of the agency, the social issue the agency is concerned with or the specific intervention used to help the issue. It doesn’t provide evidence that the student has diligently identified the tasks at the chosen agency. Failed to provide reference and citation and bibliography.	0 Did not provide an answer.
KNOWLEDGE QUESTION # 2 Weight 10.00%	10 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 while working at the chosen agency.	8 Addresses the question identified in item #2, in a minimal manner and/or provides some evidence that the student has done some reflection on their experiences, as well as discussing previous and new knowledge gained while working at this agency. Needs improvement and some added depth.	7 Addresses some of issues raised by the question in item #2 in a perfunctory manner. It provides minimal reflection from the student regarding their experiences, prior knowledge and new knowledge gained in this experience. Needs a quite a bit of improvement and depth of reflection on the experience.	5 Minimally addresses the items in the assignment. Provides very little, if any, evidence that the student has reflected on experiences, prior knowledge and new knowledge gained in this experience. Needs much more depth of reflection and improvement in communicating that experience.	0 Did not provide an answer.
KNOWLEDGE QUESTION #3 Weight 20.00%	20 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. Cited sources in the text and within the bibliography section.	17 Contains a minimum required response to the question identified and its parts. Provides some evidence that student applied and/or related at least 1 concept from the textbook to their experience at the agency. Cited source in text and within bibliography section.	14 Does not address all of the parts of question in the assignment and/or responses lack clarity and depth. 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. Fails to cite source in text or bibliography.	10 Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no specific indication that the student applied or related any concepts from their textbook in this class to their experience in their agency. Fails to cite source(s) in text and bibliography.	0 Did not provide an answer.
KNOWLEDGE QUESTION #4 Weight 10.00%	10 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 their life.	8 Contains minimal response to the question identified in the assignment. Provides some evidence that student described the impact he or she hope to have by continuing to volunteer at selected agency. If the student chose not to volunteer at the agency, then he or she gave a brief but not specific description of at least one action step if that they are willing to do to apply some aspect of "social responsibility" that they learned in their volunteer work in their life.	7 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 one general and somewhat vague action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in their life.	5 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 or, if the student chose not to volunteer at their selected agency, then he or she failed to describe in any 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 their life	0 Did not provide an answer.
KNOWLEDGE Empirical Data Question #5 Weight 25.00%	25 All five questions and all parts are correct indicating that the student has mastery over understanding empirical and graphical representation of data in social and behavioral sciences research	21 Four of the 5 questions were correct, and/or the student missed a few of the components in a couple of the questions, indicating student has an understanding of empirical and graphical representation of social and behavioral science research.	18 Three of the five questions were correct, and/or student missed multiple components within some of the questions, indicating that the student has difficulty and lacks a complete understanding of empirical and graphical representation of social and behavioral science research.	13 Two or less of the five questions were correct, and student missed multiple components within these questions, indicating that the student lacks understanding of empirical and graphical representation of social and behavioral science research.	0 0 points Did not provide an answer.
Organization Weight 5.00%	5 Information is clearly organized throughout the four questions on the essay, ideas flow nicely.	4 Some sections of the are well organized while others are loosely organized, lacking flow	3 Information is loosely organized throughout and there is a lack of flow of ideas.	2 Information is present, but very difficult to understand due to poor organization.	0 Did not provide an answer.
WRITING MECHANICS Weight 10.00%	10 Proper grammar and spelling used throughout the answer to the question. Minimum word count is exceeded.	8 Generally, grammar and spelling used are correct with a few errors. Minimum word count is reached.	7 Proper grammar and spelling used throughout the answer to the question with major errors. Minimum word count is reached or fell a little short at points.	5 Very poor grammar and spelling used throughout the answer to the question. Minimum word count is not reached.	0 Did not provide an answer.

Exam Three: The testing date is July 26 – July 27.  Exam 3 opens 12:00 am (midnight) on July 26 and closes at 11:59 pm on July 27. To get into an exam, click on Lessons and then click on Exams.   Exam 3 covers Unit Three, consisting of Assignments 9, 10, and 11.  This exam is taken online. 

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 Final Exam opens 12:00 am (midnight) on July 28 and closes at 11:59 pm on July 28. This exam is taken online.  There is not a retake option for the Final Exam.

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