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 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.
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
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.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
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.
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 .
PSYC-2314-001 Lifespan Growth & Development
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
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.
(3 sem hrs; 3 lec)
Hybrid
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (Hybrid)
Syllabus
Fall 2, 2022
T/Th 10:30 AM - 11:45 AM
Dutton 103
I want you to use the more user-friendly version of the Course Syllabus in this course by going to the Home Page for the course and then going to the Lessons tab. Then click on the Course Syllabus.
Attendance by the Census Date
You must physically attend this course before the Census Date of 10/31/22. If you do not attend class before the Census Date, the registrar will consider you as NOT attending and YOU WILL BE DROPPED from the course. Your financial aid can also be terminated.
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.
COURSE NAME: Lifespan Growth & Development (Hybrid)
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: Mon – Thur 8:00 am – 9:00 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:
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 806-371-5450. The AC Advocacy & Resource Center website is www.actx.edu/arc
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
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.
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 serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the exam.
EXAMS:
1. How many exams are there in this course?
There will be four multiple choice EXAMS. The exams will be taken in person. Each exam is scored on a 100-point scale.
2. How do I prepare for the exams?
Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC (First Year Seminar), which teaches important areas such as study skills, motivation, time management, and stress management.
Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.
I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.
If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.
Please read "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. Click on “Study Skills (Handouts and Videos).
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.
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.
3. How many questions are on the exams? How much time do we have to take each exam?
4. What time do the exams open and close?
The exams start at 12:00 am on the scheduled start date, and they will turn off at 11:55 pm on the last day scheduled for the exam. Therefore, you will need to be sure to allow plenty of time to take the exam. You 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 general exam instructions?
You are not penalized for guessing. Remember to click the “submit” button at the end of your exam.
The computer will allow you to stop the exam at any given time during the time allowed. You can then go back into the exam and resume taking the exam. However, no matter how many times you stop and resume the exam, the timer NEVER STOPS. For example, let's say that you have an exam set for 75 minutes. You start taking the exam at 3:00 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.
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.
A student may be able to take a missed exam if he/she emails the instructor before the exam is given explaining the circumstances that require him or her to miss it. Being granted permission to make up a missed exam is not guaranteed: all excuses will be evaluated on a case by case basis, and how timely a student gets in touch with the instructor will be considered as well. Students should not casually miss exams: generally, only unavoidable and serious matters will be considered acceptable excuses.
The lowest exam grade will be replaced by the highest at the end of the semester.
6. Am I allowed to use notes on the exams?
Yes. You may use hand-written or typed notes on the exams. You may not use the textbook or other electronic device.
7. What is the penalty for cheating on an exam or paper?
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:
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 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.
9. How do I calculate my grade in the course?
Here is an example of how to calculate your grade. The Exams are worth 60%, the Discussion Assignments/Films/Participation are worth 30%, and the Service-Learning Project is worth 10%. (The Service-Learning Project is worth a letter grade.)
Let us say, for example, that you made the following grades in the course:
Exam 1 = 82; Exam 2 = 79; Exam 3 = 93; Exam 4 = 90
Discussion Assignments/Participation (9 total): 100 + 100 + 70 + 100 + 100 + 100 + 70 + 100 + 100
Service Learning Project = 100
Here is how you would do the math:
Average the Exam grades: 82 + 79 + 93 + 90 = 344/4 = 86
Average the Discussion Assignments/Participation grades (9 total) = 100 + 100 + 70 + 100 + 100 + 100 + 70 + 100 + 100 = 840/9 = 93.33
86 X .60 = 51.60 (Exams)
93.33 X .30 = 28.00 (Discussion Assignments/Participation)
100 X .10 = 10 (Service Learning Project)
Now, add the numbers for each category: 51.60 + 28.00 + 10 = 89.60 = 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/Attendance and the Service Learning Project!
10. 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
11. What are the weights of the assignments?
The Exams, Unit Assignments, and Critical Thinking Quiz are each worth 100 points. The Exams are worth 60% of the course grade, the Discussion Assignments/Films/Participation are worth 30% of the course grade, and the Service-Learning Project is worth 10% of the course grade. (The Service-Learning Project is worth a letter grade in the course!)
PRACTICE TEST QUESTIONS:
Practice test questions are provided to help you prepare for the exams.
DISCUSSIONS:
The discussion board has two purposes: 1) to provide a way to participate online, and 2) to allow students to post questions or confusing questions about the reading and have other students and/or the instructor respond to the questions.
If you have general questions (and answers) that other students may benefit from, please direct them to the instructor 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.
DISCUSSIONS: PARTICIPATION / CONNECTION RESPONSES:
1. How do we participate in this class?
Your course schedule (found in the Lessons Tab) will give you the instructions for participation as you proceed through the assignments of 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 assignment before you come to class. You need to be prepared to discuss your connections when you come to class.
The reason for assigning the connections (participation homework) is because it will help you become more actively involved in the reading. This greater activity improves learning. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas. You need to bring your book and your notes that you took from the reading and lecture to each class.
2. Where do we go to post our response in the class?
Participation occurs in this class by clicking on the lessons tab, then go to Discussions, and then click on the specific chapter. You will then be able to post your discussion into the specific assigned chapter. In order to receive credit for your connections (participation homework) you must post it in the Discussions.
3. Where do we find the homework assignments?
The way in which you participate is by following the instructions in your course schedule (found under the Lessons Tab), which will indicate the type of homework assignment.
4. Do we need to save a copy of our responses?
Yes. I recommend that you write your response in Word, and save a copy 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.
5. How much will participation count in terms of the overall grade in the course?
Active and engaged participation is critical for this class! It makes it more fun and interesting. What we are going to do here is devote all our time and attention to the study of psychology, it is difficult and it needs all our attention. Therefore, it is critical that you show up on time to class. Also, please do not text in class. Participation is accrued over the course of the semester i.e., you get points for showing up and being actively engaged in the discussions.
In order to receive full credit for participation on any given day, you will need to submit your answer to your Discussion Question before you come to class. I also recommend that you bring your hard copy of your answer to your Discussion Question to class so that you have it in front of you during class. Having it in class will help you be able to actively discuss your ideas in class. Each day is worth 100 points. For that day you will receive 50 points for posting your answer to your Discussion Question and you will receive 50 points for attendance and actively discussing your ideas in class.
You may turn in a late discussion and incur a 20-point penalty. However, the purpose of the Discussion Question assignment is to be prepared to discuss your question in class. This is a hybrid course (we meet only 50% of the time in the classroom); the expectation is that you can attend all of the days we meet in class.
6. What rubric is used to grade the discussion assignments?
The "A/B" response (50 points) contains clear, thorough responses to the items identified in the assignment. It provides evidence that the student has diligently applied concepts from the assigned reading. It follows normal written conventions for good sentence construction, paragraph development and spelling.
The "C/D" response (25 points) does not adequately address all of the items in the assignment. It does not provide evidence of the student’s reflective thought and it contain errors in sentence structure, paragraph development. It lacks a clear organizational plan. It does not develop its points or develops them in a repetitious, incoherent, or illogical way. There may be little, if any, development of supporting examples from the assigned reading. There is no indication that the student applied concepts from the assigned reading.
7. Is there a penalty if my discussion does not meet the word required minimum?
I will not take a paper that does not meet the word required minimum. You may redo the paper and incur a 20-point penalty. Your word processor should give you a word count for your discussion papers. (See Course Schedule for word required minimum on any given assignment.)
8. Is there a penalty for texting during the class?
Yes. If you are texting in the class, then you are not really present and actively participating. Consequently, you will receive a 30-point penalty from your attendance / participation grade for that day.
9. What is the last day to turn in late work?
It is in your best interest to turn in your work on time to help you prepare for exams. Late work incurs a 20-point late penalty. I will not take a late assignment after 12/12/22.
10. What are the ground rules for group discussion in class?
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 dialogue 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.
11. What is expected in terms of classroom etiquette?
In order to maximize the group’s learning, some basic guidelines for the class are helpful. The following issues rarely occur in class. However, it is helpful for us all to be clear about my expectations in order to prevent any misunderstanding.
1. Turn off all cell phones before class. Do not text-message during class. It is distracting and sends the message that you are not present for our discussions. Similarly, do not bring laptops or ipads to class. Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class. This type of class requires the group to be engaged and tuned in to the conversation to be successful. If you are texting during the class, it sends a message that you are not really interested in what your classmates are saying. This type of distraction can take away from the group developing a cohesive connection that is necessary to help participants to feel free to express their ideas. In addition, as the instructor, I feel disrespected when a participant is texting throughout the class; it is as if that person is not really interested in being in and participating in the group. As a way to protect the group cohesion, I think it is fair to administer a 30-point penalty for your attendance / participation grade for that day of class if you are texting during class. Another solution would be to transfer you to the online section of this course.
2. Please do not bring children to class. In the past, this issue has caused resentment from other students because the children were distracting. Students report that they could not concentrate on the discussion.
3. When a student has the floor, please do not have side conversations with other students. I believe it is disrespectful to that student who has the floor. And, other students in the group report that they feel resentful because they are distracted by the side talking and cannot focus on the student who is speaking.
4. Do not sleep in class! If you are too tired to stay awake then you do not need to be in class. Please stay at home and get the sleep you need.
5. I will do all I can to make sure each class ends on time, but I need everyone else’s cooperation to do this. Please arrive to class on time, if not a few minutes early.
TECHNICAL PROBLEMS:
If you experience a technical problem then 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! Do not wait until the last minute! If you wait until the last minute there may not be time for you to get the paperwork completed. 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 12/7/22. You must first visit with your instructor in order to officially drop a class. Then, your instructor will provide you with a signed drop form that you fill out. The next step is for you to submit the form to 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 which can hurt your chances of getting into academic program in the future.
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".
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (WEB)
Course Schedule / Assignments
Fall 1 (8 Week), 2022
8/22/2022 - 10/14/2022
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 Friday August 26. 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. **
*Service-Learning Project
*I also want to alert you early in the semester that the Service Learning Project is due Monday October 3. 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 end 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! If you do not complete this project, it can reduce your grade by a letter grade (for example from a “B” to a “C.”)
In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
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 (8/22 – 9/3) |
Unit 2 (9/4 – 9/16) |
Unit 3 (9/17 – 9/29) |
Unit 4 (9/30 – 10/12) |
|
Assignment One: Foundations of Lifespan Development Chapter 1 Chapter 3
Assignment Two: Birth and Infancy Chapter 4 Chapter 5 Chapter 6 |
Assignment Four Early Childhood Chapter 7 Chapter 8
Assignment Five Middle Childhood Chapter 9 Chapter 10
|
Assignment Seven Adolescence Chapter 11 Chapter 12
Assignment Eight Emerging and Early Adulthood Read and Outline: Chapter 13 Chapter 14
|
Assignment Ten Middle Adulthood Chapter 15 Chapter 16
Assignment Eleven Late Adulthood Chapter 17 Chapter 18 Chapter 19 |
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Assignment Three Unit One Discussion / (PBL) Problem Based Learning Assignment |
Assignment Six Unit Two Discussion / (PBL) Problem Based Learning Assignment |
Assignment Nine Unit Three Discussion / (PBL) Problem Based Learning Assignment
|
Assignment Twelve Unit Four Discussion / (PBL) Problem Based Learning Assignment
Assignment Thirteen Service Learning Project
|
|
Exam 1
|
Exam 2
|
Exam 3
|
Exam 4 |
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 8/22 – 9/3. You will need to budget your time so that you can complete these assignments during the time allowed.
Lockdown browser practice exam:
I opened the lockdown browser practice exam. You need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.
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 the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
Assignment One
Foundations of Lifespan Development
Chapter 1: Understanding Human Development
Chapter 2: Biological and Environmental Foundations (Note* You will not be tested over chapter 2. I suggest you look over this chapter so you have some familiarity of this content.)
Chapter 3: The Prenatal Period, Birth, and the Newborn
Step One:
Go to Lessons and click on “How to Study by Summarizing and Marking the Text.” This article will teach you how to read and mark your text. As you read and mark the text, I recommend you take notes by filling in more detailed information in the provided study guide.
Step Two:
For each chapter you study in this course I recommend that you open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, you have an 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 your 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 additional detailed 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 and Ch 3 study guides are a detailed (“filled in”) version. These detailed study guides are 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 other study guides so that they make sense to you. This learning activity will get you more involved with the assigned reading material and help you prepare for the exams.
Step Three:
After you make your notes by filling out the study guide of the assigned chapters, you can open the “Discussion Questions for Review” for all of the chapters (except chapter 1) by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this Review of Discussion Questions into your instructor. They are provided as an aid to help you study. They are not required.
*Discussion Questions are provided for each chapter assigned throughout the course with the exception of chapter 1
Step Four:
After you make your notes by filling out the study guide of the assigned chapters, you can open the “Practice Exam Questions” by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Two
Infancy and Toddlerhood
Chapter 4: Physical Development in Infancy and Toddlerhood
Chapter 5: Cognitive Development in Infancy and Toddlerhood
Chapter 6: Socioemotional Development in Infancy and Toddlerhood
*For assignment two, proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 4, chapter 5, and chapter 6.
Assignment Three
Unit One Discussion / (PBL) Problem Based Learning Assignment
This Discussion Assignment has two parts.
Part 1:
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 author 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: (Kuther, p. 174). Please write in complete sentences and run a spell checker and grammar checker on your paper. Do not provide a bulleted list.
Part 2:
Part 2 is your peer response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas from the textbook to your peer’s discussion response.
In order to get credit, you must indicate in the body of your peer response the textbook author and the page number. For example, let us say that your classmates provided a discussion response on the topic of childhood depression.
In your peer response, you could describe (summarize in your own words) what Dr. Kuther (the author of our textbook) has to say about peer rejection and how that concept is related to childhood depression. You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Kuther, p. 289). (In this part you are providing a small summary of an aspect of the textbook.)
You must cite the source in the body of your peer response (part 1) (for example Kuther, p. 289). AND provide the reference (bibliography) after your peer response. Here is what the reference (bibliography) will look like at the end of your peer response:
Kuther, T. (2020) Lifespan Development: Lives in Context., (2nd ed.) Sage Publishers
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way? 3) Is there any advice you would recommend from your own life experience to possibly help your peer?
Be sure to separate these two parts of your peer response into two paragraphs.
The minimum length for your Discussion is 600 words and the minimum length for your peer response is 200 words. Be sure to check the length of your peer response. If you do not meet the required word count you may redo your paper with a 20-point late penalty.
Your Unit One Discussion / (PBL) Problem Based Learning Assignment (Part 1) is due 8/29. Remember that part of the assignment is for you to respond to one of your classmate’s postings. Your peer response (Part 2) is due 9/1.
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 the text to his or her peer’s response. After the student relates ideas from the text to the peer response, he or she also adds their personal experience (observations) to their peer’s response. the peer response fails to provide the reference in the body of the paper and the source after the peer response. The peer response provides the reference in the body of the paper and the source after the peer response. |
16 Points Peer response meets the minimum 200 word requirement. The peer response does not relate ideas from the text to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response fails to provide the reference in the body of the paper and the source after the peer response. |
0 Points Does not meet the minimum 200 word requirement. |
*Reminder: If you do not complete a Unit Discussion on time please note that you can still turn it in late with a 20 point late penalty. If you have any questions about the Unit Discussions please let me know. These papers do take some time but they are not that difficult to complete. I hope you get something meaningful out of the assignments. They are designed to help you reflect and find meaning in the reading and not to be “busy work.”
Exam One: Exam 1 opens 12:00 am (midnight) on 9/2 and closes at 11:59 pm on 9/3. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Chapters 1, 3, 4, 5, and 6. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Two
Unit Two consists of Assignments 4 through 7 and Exam 2. These assignments are to be completed between the dates of 9/4 – 9/16. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Four
Early Childhood
Chapter 7 - Physical and Cognitive Development In Early Childhood
Chapter 8 – Socioemotional Development In Early Childhood
*For assignment four proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 7 and chapter 8.
Assignment Five
Middle Childhood
Chapter 9: Physical and Cognitive Development In Middle Childhood
Chapter 10: Socioemotional Development In Middle Childhood
*For assignment five proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 9 and chapter 10.
Assignment Six
Unit Two Discussion / (PBL) Problem Based Learning Assignment:
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on chapters 7, 8, 9 and 10 of the Kuther text. Your task is to choose one to three major themes from chapters 7, 8, 9 and 10 of the text that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters 7, 8, 9 and 10 of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapters 7, 8, 9 and 10 of the text.
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. I will not grade a paper that does not meet these minimal requirements. Please divide your 600-word discussion paper into paragraphs!
You may want to ask yourself the following questions as a way to help you create a connection response. You are not required to answer all six of the questions. These questions are here to help you to reflect on the material.
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your peer response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas from the textbook to your peer’s discussion response.
In order to get credit, you must indicate in the body of your peer response the textbook author and the page number. For example, let us say that your classmates provided a discussion response on the topic of childhood depression.
In your peer response, you could describe (summarize in your own words) what Dr. Kuther (the author of our textbook) has to say about peer rejection and how that concept is related to childhood depression. You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Kuther, p. 289). (In this part you are providing a small summary of an aspect of the textbook.)
You must cite the source in the body of your peer response (part 1) (for example Kuther, p. 289). AND provide the reference (bibliography) after your peer response. Here is what the reference (bibliography) will look like at the end of your peer response:
Kuther, T. (2020) Lifespan Development: Lives in Context., (2nd ed.) Sage Publishers
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way? 3) Is there any advice you would recommend from your own life experience to possibly help your peer?
Be sure to separate these two parts of your peer response into two paragraphs.
The minimum length for your Discussion is 600 words and the minimum length for your peer response is 200 words. Be sure to check the length of your peer response. If you do not meet the required word count you may redo your paper with a 20-point late penalty.
Your Unit Two Discussion / (PBL) Problem Based Learning Assignment (Part 1) is due 9/12. Remember that part of the assignment is for you to respond to one of your classmate’s postings. Your peer response (Part 2) is due 9/14.
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 |
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 the text to his or her peer’s response. After the student relates ideas from the text to the peer response, he or she also adds their personal experience (observations) to their peer’s response. the peer response fails to provide the reference in the body of the paper and the source after the peer response. The peer response provides the reference in the body of the paper and the source after the peer response. |
16 Points Peer response meets the minimum 200 word requirement. The peer response does not relate ideas from the text to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response fails to provide the reference in the body of the paper and the source after the peer response. |
0 Points Does not meet the minimum 200 word requirement. |
Exam Two: Exam 2 opens 12:00 am (midnight) on 9/15 and closes at 11:59 pm on 9/16. To get into an exam, click on Lessons and then click on Exams. Exam 2 covers Unit Two, consisting of Chapters 7, 8, 9, and 10. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Three
Unit Three consists of Assignments 7 through 9 and Exam 3. These assignments are to be completed between the dates of 9/17 – 9/29. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Seven
Adolescence
Chapter 11: Physical and Cognitive Development In Adolescence
Chapter 12: Socioemotional Development In Adolescence
*For assignment seven proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 11 and chapter 12.
Assignment Eight
Emerging and Early Adulthood
Chapter 13: Physical and Cognitive Development in Emerging and Early Adulthood
Chapter 14: Socioemotional Development in Emerging and Early Adulthood
*For assignment eight proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 13 and chapter 14.
Assignment Nine
Unit Three Discussion / (PBL) Problem Based Learning Assignment:
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on chapters 11, 12, 13, and 14 of the Kuther text. Your task is to choose one to three major themes from chapters 11, 12, 13, and 14 of the text that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters 11, 12, 13, and 14 of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapters 11, 12, 13, and 14 of the text.
To post your 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. I will not grade a paper that does not meet these minimal requirements. Please divide your 600-word discussion paper into paragraphs!
You may want to ask yourself the following questions as a way to help you create a connection response. You are not required to answer all six of the questions. These questions are here to help you to reflect on the material.
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your peer response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas from the textbook to your peer’s discussion response.
In order to get credit, you must indicate in the body of your peer response the textbook author and the page number. For example, let us say that your classmates provided a discussion response on the topic of childhood depression.
In your peer response, you could describe (summarize in your own words) what Dr. Kuther (the author of our textbook) has to say about peer rejection and how that concept is related to childhood depression. You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Kuther, p. 289). (In this part you are providing a small summary of an aspect of the textbook.)
You must cite the source in the body of your peer response (part 1) (for example Kuther, p. 289). AND provide the reference (bibliography) after your peer response. Here is what the reference (bibliography) will look like at the end of your peer response:
Kuther, T. (2020) Lifespan Development: Lives in Context., (2nd ed.) Sage Publishers
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way? 3) Is there any advice you would recommend from your own life experience to possibly help your peer?
Be sure to separate these two parts of your peer response into two paragraphs.
The minimum length for your Discussion is 600 words and the minimum length for your peer response is 200 words. Be sure to check the length of your peer response. If you do not meet the required word count you may redo your paper with a 20-point late penalty.
Your Unit Three Discussion / (PBL) Problem Based Learning Assignment (Part 1) is due 9/25. Remember that part of the assignment is for you to respond to one of your classmate’s postings. Your peer response (Part 2) is due 9/27.
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 the text to his or her peer’s response. After the student relates ideas from the text to the peer response, he or she also adds their personal experience (observations) to their peer’s response. the peer response fails to provide the reference in the body of the paper and the source after the peer response. The peer response provides the reference in the body of the paper and the source after the peer response. |
16 Points Peer response meets the minimum 200 word requirement. The peer response does not relate ideas from the text to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response fails to provide the reference in the body of the paper and the source after the peer response. |
0 Points Does not meet the minimum 200 word requirement. |
Exam Three: Exam 3 opens 12:00 am (midnight) on 9/28 and closes at 11:59 pm on 9/29. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of Chapters 11, 12, 13, and 14. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Four
Unit Three consists of Assignments 10 through 13 and Exam 4. These assignments are to be completed between the dates of 9/30 – 10/12. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Ten
Middle Adulthood
Chapter 15 - Middle Adulthood: Physical and Cognitive Development
Chapter 16 - Middle Adulthood: Emotional and Social Development
*For assignment ten proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 15 and chapter 16.
Assignment Eleven
Late Adulthood / Endings
Chapter 17 - Late Adulthood: Physical and Cognitive Development
Chapter 18 - Late Adulthood: Emotional and Social Development
Chapter 19 - Dying and Death
*For assignment eleven proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 17, chapter 18, and chapter 19.
Assignment Twelve
Unit Four Discussion / (PBL) Problem Based Learning Assignment:
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on chapters 15, 16, 17, 18, and 19 of the Kuther text. Your task is to choose one to three major themes from chapters 15, 16, 17, 18, and 19 of the text that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters 15, 16, 17, 18, and 19 of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapters 15, 16, 17, 18, and 19 of the text.
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. I will not grade a paper that does not meet these minimal requirements. Please divide your 600-word discussion paper into paragraphs!
You may want to ask yourself the following questions as a way to help you create a connection response. You are not required to answer all six of the questions. These questions are here to help you to reflect on the material.
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your peer response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas from the textbook to your peer’s discussion response.
In order to get credit, you must indicate in the body of your peer response the textbook author and the page number. For example, let us say that your classmates provided a discussion response on the topic of childhood depression.
In your peer response, you could describe (summarize in your own words) what Dr. Kuther (the author of our textbook) has to say about peer rejection and how that concept is related to childhood depression. You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Kuther, p. 289). (In this part you are providing a small summary of an aspect of the textbook.)
You must cite the source in the body of your peer response (part 1) (for example Kuther, p. 289). AND provide the reference (bibliography) after your peer response. Here is what the reference (bibliography) will look like at the end of your peer response:
Kuther, T. (2020) Lifespan Development: Lives in Context., (2nd ed.) Sage Publishers
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way? 3) Is there any advice you would recommend from your own life experience to possibly help your peer?
Be sure to separate these two parts of your peer response into two paragraphs.
The minimum length for your Discussion is 600 words and the minimum length for your peer response is 200 words. Be sure to check the length of your peer response. If you do not meet the required word count you may redo your paper with a 20-point late penalty.
Your Unit Four Discussion / (PBL) Problem Based Learning Assignment (Part 1) is due 10/7. Remember that part of the assignment is for you to respond to one of your classmate’s postings. Your peer response (Part 2) is due 10/10.
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 Four 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 the text to his or her peer’s response. After the student relates ideas from the text to the peer response, he or she also adds their personal experience (observations) to their peer’s response. the peer response fails to provide the reference in the body of the paper and the source after the peer response. The peer response provides the reference in the body of the paper and the source after the peer response. |
16 Points Peer response meets the minimum 200 word requirement. The peer response does not relate ideas from the text to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response fails to provide the reference in the body of the paper and the source after the peer response. |
0 Points Does not meet the minimum 200 word requirement. |
Assignment Thirteen
The Service Learning Project is due October 3. In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
Exam Four: Exam 3 opens 12:00 am (midnight) on 10/11 and closes at 11:59 pm on 10/12. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Four, consisting of Chapters 15, 16, 17, 18, and 19. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (Hybrid)
Course Schedule / Assignments
Fall 2, 2022
Dutton 103
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.
Attendance by the Census Date
You must attend this course before the Census Date of 10/28/22. If you do not attend class before the Census Date, the registrar will consider you as NOT attending and YOU WILL BE DROPPED from the course. Your financial aid can also be terminated.
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.
*Service Learning Project
I want to alert you early in the semester that this Service-Learning Project is due Wednesday 11/30/22. You should go ahead and get started on this project now so you will not be rushed to complete it at the end of the semester. You can find the details on this assignment by skipping down to the end 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! If you do not complete this project, it can reduce your grade by a letter grade (for example from a “B” to a “C.”)
In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
Unit One
T 10/25
Orientation to the course
R 10/27
Assignment One
Foundations of Human Development
Chapter 1: Understanding Human Development
Chapter 2: Biological and Environmental Foundations (Note* You will not be tested over chapter 2. I suggest you look over this chapter so you have some familiarity of this content.)
Chapter 3: The Prenatal Period, Birth, and the Newborn
Film on Lifespan Development followed by in-class discussion.
Go to Lessons and click on “How to Study by Summarizing and Marking the Text.” This article will teach you how to read and mark your text. As you read and mark the text, I recommend you take notes by filling in more detailed information in the provided study guide.
Here are other videos on How to Outline a Textbook / Lecture:
How To Take Notes From a Textbook | Reese Regan
https://www.youtube.com/watch?v=YJ4F27K8nh8
How to create a chapter outline (This one shows how to outline on your laptop.)
https://www.youtube.com/watch?v=kpfquDfKg5A
Outline Method (This one focuses on taking lectures notes in class.)
https://www.youtube.com/watch?v=I6aSgwUw1qM
How to study efficiently: The Cornell Notes Method
https://www.youtube.com/watch?v=xSYnGhlnzyw
Step Two:
For each chapter you study in this course I recommend that you open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, you have an 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 your 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 additional detailed 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 and Ch 3 study guides are a detailed (“filled in”) version. These detailed study guides are 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 other study guides so that they make sense to you. This learning activity will get you more involved with the assigned reading material and help you prepare for the exams.
Step Three:
After you make your notes by filling out the study guide of the assigned chapters, you can open the “Discussion Questions for Review” for all of the chapters (except chapter 1) by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. Your instructor will clarify later in the course which Discussion Question you turn in for a grade.
Step Four:
T 11/1
Assignment Two
Infancy and Toddlerhood
Chapter 4: Physical Development in Infancy and Toddlerhood
Chapter 5: Cognitive Development in Infancy and Toddlerhood
Chapter 6: Socioemotional Development in Infancy and Toddlerhood
*For assignment two, proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 4, chapter 5, and chapter 6.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. You question may also have a part asking you to reflect on your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all of the Discussion Questions for each chapter.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 300 – 500 words in 12 point type size. (I will not take a paper that does not meet the 300 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
R 11/3
Exam One: Exam 1 covers Unit One, consisting of Assignments 1 and 2. You are allowed to use your notes (hand written or typed) only in the exam. You are not allowed to use your textbook or any electronic device during the exams. This exam is in person.
Unit Two
T 11/8
Assignment Three
Early Childhood
Chapter 7 - Physical and Cognitive Development In Early Childhood
Chapter 8 – Socioemotional Development In Early Childhood
*For assignment three proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 7 and chapter 8.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. You question may also have a part asking you to reflect on your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all of the Discussion Questions for each chapter.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 300 – 500 words in 12 point type size. (I will not take a paper that does not meet the 300 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
R 11/10
Assignment Four
Chapter 9: Physical and Cognitive Development In Middle Childhood
Chapter 10: Socioemotional Development In Middle Childhood
*For assignment four proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 9 and chapter 10.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. You question may also have a part asking you to reflect on your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all of the Discussion Questions for each chapter.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 300 – 500 words in 12 point type size. (I will not take a paper that does not meet the 300 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
T 11/15
Exam Two: Exam 2 covers Unit Two, consisting of Assignments 3 and 4. You are allowed to use your notes (hand written or typed) only in the exam. You are not allowed to use your textbook or any electronic device during the exams. This exam is in person.
Unit Three
R 11/17
Assignment Five
Adolescence
Chapter 11: Physical and Cognitive Development In Adolescence
Chapter 12: Socioemotional Development In Adolescence
*For assignment five proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 11 and chapter 12.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. You question may also have a part asking you to reflect on your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all of the Discussion Questions for each chapter.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 300 – 500 words in 12 point type size. (I will not take a paper that does not meet the 300 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
T 11/22
Assignment Six
Emerging and Early Adulthood
Chapter 13: Physical and Cognitive Development in Emerging and Early Adulthood
Chapter 14: Socioemotional Development in Emerging and Early Adulthood
*For assignment six proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 13 and chapter 14.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. You question may also have a part asking you to reflect on your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all of the Discussion Questions for each chapter.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 300 – 500 words in 12 point type size. (I will not take a paper that does not meet the 300 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
T 11/29
Exam Three: Exam 3 covers Unit Three, consisting of Assignments 5 and 6. You are allowed to use your notes (hand written or typed) in the exam. You are not allowed to use the textbook or any electronic device during the exams. This exam is in person.
Unit Four
R 12/1
Assignment Seven
Middle Adulthood
Chapter 15 - Middle Adulthood: Physical and Cognitive Development
Chapter 16 - Middle Adulthood: Emotional and Social Development
*For assignment seven proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 15 and chapter 16.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. You question may also have a part asking you to reflect on your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all of the Discussion Questions for each chapter.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 300 – 500 words in 12 point type size. (I will not take a paper that does not meet the 300 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
Service Learning Project
The Service Learning Project is due Wednesday 11/30/22. In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
T 12/6 and R 12/8
Assignment Eight
Late Adulthood / Endings
Chapter 17 - Late Adulthood: Physical and Cognitive Development
Chapter 18 - Late Adulthood: Emotional and Social Development
Chapter 19 - Dying and Death
*For assignment eight proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 17, chapter 18, and chapter 19.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. You question may also have a part asking you to reflect on your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all of the Discussion Questions for each chapter.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 300 – 500 words in 12 point type size. (I will not take a paper that does not meet the 300 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
R 12/13
Exam Four: Exam 4 covers Unit Four, consisting of Assignments 7 and 8. You are allowed to use your notes (hand written or typed) only in the exam. You are not allowed to use your textbook or any electronic device during the exams. This exam is in person.
10/17/22 5:21 PM
10/17/22 5:23 PM