User Name and Password: 

You must use a user name and password after the first week of class. Without these words you will not be able to access the course materials. The format of your username and password are clearly posted on the main page of your course. If you still need assistance with your username and password please go to this page and read the instructions: http://www.bcconline.com/orient/password.htm, to receive further assistance.

CATALOG DESCRIPTION:

Theories, research methods and findings concerning psychical, cognitive and psychosocial development of the individual from conception through the entire life span.  Degree Applicable. IC/CSU

COURSE NAME:Psych 2: Developmental Psychology

COURSE UNITS: 3 Units

INSTRUCTOR: Robin Goins, MS

Email: rgoins@bcconline.com
LECTURE:3 hours per week
PREREQUISITE: None

COURSE CONTENT:

1 - Introduction to the theories of development, heredity and environment, prenatal development and birth

2- The first two years - biosocial development, cognitive development, psychosocial development

3- The Play Years - biosocial development, cognitive development, psychosocial development

4- The School Years - biosocial development, cognitive development, psychosocial development

5 - Adolescence - biosocial development, cognitive development, psychosocial development

6 - Early Adulthood - biosocial development, cognitive development, psychosocial development

7 - Middle Adulthood - biosocial development, cognitive development, psychosocial development

8 - Late Adulthood - biosocial development, cognitive development,psychosocial development, death and dying

COURSE OBJECTIVES:

Upon completion of the course, students will be able to:

a) The first two years

b) The Play years

c) The school years

d) Adolescence

e) Early adulthood

f) Middle adulthood

g) Late adulthood

• Recall important developmental concepts and be able to identify and apply these concepts in various situations.
• Describe and compare the phases and stages of the grief process as well as differentiate between sudden and anticipated death and grief.
• List the stress effects of bereavement process across the lifespan.

REQUIRED TEXTBOOK
Berger, K. S. (2008). The developing person through the life span (7th Ed.). New York: Worth Publishers.

Web Companion Site

http://bcs.worthpublishers.com/bergerlifespan7e/

CRITICAL THINKING:

Critical thinking will be demonstrated by the following:

• A research project intended to combine material presented in the text and/or group discussions.
• Describe different life-span processes, analyze major theories of development, evaluate behavioral, psychoanalytical, and humanistic theories which contribute to the lifespan process and formulate standard techniques for measuring biological developmental processes.
• Active participation in online group discussions and assignments.

METHODS OF INSTRUCTION

A. LECTURES

·        There will be a lecture posted at the beginning of each week discussing the course content for that section.  It is important that you read this lecture as well as print it out for your reference throughout the course. 

B. DISCUSSION ASSIGNMENTS

• There will be two discussion topic assignments given during each designated week.
• It is imperative that all reading assignments must be read prior to each scheduled work week. This will ensure proper interaction within group discussions and assignment completions. You will be asked to incorporate your understanding of the text readings into your discussions.
• Discussion assignments will be graded based upon the utilization of the material found within the text. They will also be grading based on the quality of the post (see grading criteria below). To receive a good grade for your post you must actively participate in discussions. To do this you should create a substantive post for each of the discussion topics. Each post should demonstrate your achievement of the participation criteria.
• You are also required respond to the posts of at least two of your fellow learners for each discussion question-unless the discussion instructions state otherwise. These responses to other learners should also be substantive posts that contribute to the conversation by asking questions, respectfully debating positions, and presenting supporting information relevant to the topic – Great job and I agree are not considered substantive posts. You are also required to post no later than Wednesday of each week – please do not wait until the last day of the week to post to the discussion and expect to get full credit.  This is a discussion, which requires everyone posting regularly throughout the week.
• Respond to any follow-up questions the instructor directs to you in the discussion area.  Also be sure to cite and references in your post using APA format, 5^th Edition.
• You are encouraged to view other online journals and incorporate them into your posts.  Some resources to find online journals are www.findarticles.com, http://scholar.google.com/   and http://www-personal.umich.edu/~dpn/FreeJnls.html . You can also do an online search for free psychology journals. 
• Timely submission of all assignments is expected. The due date for each discussion as well as your posts is Monday night.
• NO LATE ASSIGNMENTS WILL BE ACCEPTED (unless prior approval has been obtained or an unforeseen emergency has arisen). Failure to post your responses by the due date will result in your losing credit for that post.

Weekly discussion grades will be based on the following criteria:

Unsatisfactory: No postings are made in the discussion board area. (0 points)

Needs Work: Two postings (to include the posting to another student's posting) are brief (less than four sentences) and/or without thoughtful ideas concerning the subject matter. (6 points)

Satisfactory: At least two postings with longer messages (more than four sentences) based on the questions. The message is insightful and supportive of fellow participants. The response to another student's posting is also insightful. (8 points)

Very Good: Three postings throughout the week. The postings answer the requirements for the discussion (to include a thoughtful response to another student's discussion posting). They are thoughtful and encouraging while also including outside resources or references relevant to the subject matter. (10 points)

* First posting must be made no later than Wednesday of the week as this is a continuing discussion and requires regular and frequent participation.

C. INTERVIEW PROJECT

• You will interview a practicing psychologist and write a short paper on the interview (3 pages).  In this paper you will be asking questions that will give you insight into the field and how they have applied their filed of study into their current work.  A list of suggested questions will be provided, or you can also create your own questions based to what you would like to learn from this interview and about the field of developmental psychology.
• It is suggested you begin your search for someone to interview as soon as possible.  Phone and email interviews are acceptable, but face to face interviews are recommended in order for the student to get the most out of this assignment.
• You will post excerpts from your interview in the discussion topic for week five.
• This assignment will be graded on information/research provided as well as participation.

NO LATE ASSIGNMENTS WILL BE ACCEPTED (unless prior approval has been obtained or an unforeseen emergency has arisen). The due date for this assignment will be determined per term.

D. QUIZZES 

• There will be a quiz each week. The material on the quiz will cover the chapter (s) reviewed for each work week. You may use your book or your notes on the quizzes.
• Quizzes will consist of multiple choice and True / False Questions
• NO LATE QUIZZES WILL BE ACCEPTED (unless prior approval has been obtained or an unforeseen emergency has arisen).

E. RESEARCH PAPER

• A research paper will be required for this class. This paper will be worth 100 points and will be focus on one of the developmental theories discussed in the text. The paper should include the following:
• The paper should be typed, double spaced, left and right margins of 1," and 5-7 pages in length (not including cover page and supporting pages).
• Each paper will contain a title page at the beginning and a references page (APA format) at the end. These pages will not be included as part of the length of the paper.
• All pages should be numbered.
• The American Psychological Association (APA) guidelines, 5^th Edition, should be followed. These guidelines are available online (www.apa.org or www.psych-central.com/APAwrite.htm) and in most libraries or book stores.
• Due to the length of this course, you must submit your term paper topic to the instructor (rgoins@bcconline.com) during the third week of the class (refer to the course calendar for specific dates).
• Research papers MUST be submitted to the following website: www.turnitin.com, NOT to rgoins@bcconline.com.  In order to submit your research paper you will need to log-on to Turnitin.com, create a personal user profile, and then enroll using the ID and password for this course. The class ID number and enrollment password will be provided within the Instructor's Posting Area during the first week of class. If you have any questions regarding the submission of your research paper please do not hesitate to email me.
• The grading policy for the research paper can be located just below the course calendar (within the Syllabus link).
• Research topic in week three, and no later that the date set by the instructor
• Research papers are due no later than the date set by your instructor. NO LATE RESEARCH PAPERS WILL BE ACCEPTED (unless prior approval has been obtained or an unforeseen emergency has arisen).

F. EXAMS

• There will be two examinations: the midterm and the final. Each will consist of multiple choice, and true/false questions. These exams will be a culmination of your weekly quizzes, so it is recommended you study those quizzes in preparation for your exams. Your mid-term exam and final exam will also contain one essay question regarding one of the concepts reviewed in the discussion.
• The examinations will encompass material from group discussions, assignments, quizzes and the text. (This is where the study guide can be of great value to you.)
• The mid-term and final exam will be provided online. The midterm does NOT require a proctor. These exams will be a culmination of your weekly quizzes, so it is recommended you study those quizzes in preparation for your exams.
• THE FINAL EXAM DOES REQUIRE A PROCTOR. Therefore, it is imperative that you obtain an approved proctor (refer to proctor guideline for further information) if you are unable to complete this exam at one of the Barstow College locations, (i.e., Main campus, Ft. Irwin location, or Miramar location). Proctor information must be submitted NLT two weeks prior to the final exam date. Also, this exam will NOT be an open book/note exam.
• NO LATE EXAMS WILL BE ACCEPTED. (Unless prior approval has been obtained or an unforeseen emergency has arisen.)

G. EXTRA CREDIT ASSIGNMENTS

There will be a total of three extra credit assignments. These assignments will be offered according to the course calendar. You will have an opportunity in weeks 1, 2, & 7 to submit and extra credit assignment. Late extra credit assignment will be graded based on half of the total earned points for that assignment.

Extra Credit Assignment #1 -  Genetics

One way to identify the genetic contribution to behavior is to look at the traits or characteristics appearing and reappearing in the same family over generations. "Pedigree analysis" is the same name given to the process of examining the incidence of a particular trait in the various branches of a family.

To illustrate the impact of genetics in your own family you will first have to develop a family tree. Begin with your parents and work forward to their children, including yourself, and backward to include aunts, uncles, cousins, and your grandparents. Include only blood relatives. Develop a chart to illustrate your family tree. Use a circle to indicate a female and a square to indicate a male.

Once you have outlined your family tree, select a physical characteristic that is known to have a genetic basis, such as eye color, hair color, curly hair, facial dimples, attached earlobes, poor eyesight, baldness, or color blindness. For each member in the family tree, put a check next to him or her if the person has the particular trait or an X if that trait is not present. You can ask your parents or grandparents if you do not know whether or not a particular relative has the trait.

Now examine the incidence of the chosen trait within your family. You may want to try the analysis again using different traits or characteristics. Certain illness, such as diabetes, asthma and allergies, and hypertension, occur more frequently in some families than others. Identifying your genetic heritage is one way to provide early diagnosis and treatment. Note: For this assignment, you need only trace one trait or characteristic.

What observations can you make about the influence of genetics on the trait? Please include a discussion along with your family tree.

Extra Credit Assignment #2 – Young Adulthood -Life Events

People have different conceptions of adulthood. For some people, being an adult means being self-supporting. For others, perceived age or how they feel influences their definition of adulthood. Accomplishing certain life events such as getting a job or getting married signals adulthood for some people.

To gain more detailed understanding of the ways people define adulthood, interview 6-8 young adults between the ages of 20 and 30. Be sure to select a varied sample of people ˆ male and female, college students and those who do not attend college, married and single people. Interview your respondents individually and ask them the following questions:

1. What does it mean to be an adult? What do you consider to be important characteristics of adults?
2. Are there certain roles or behaviors that are generally expected of adults?
3. Consider the following life events: getting a job, getting married, moving out of your parents‚ home, starting a family, completing your education, and buying your own house. What do you think is the best age for a person to accomplish these different events? In what order should one complete them?
4. Are there times when you feel like an adult and other times when you don‚t? Explain.

Before you interview the people you have selected, answer the questions yourself. When you have completed all of the interviews, compile your findings, and summarize them. Are there differences between men and women in their definitions and expectations of adulthood? Do college students differ from non-college students in their responses? Are there differences in responses between married and single people? What other differences can you identify? How do your own answers compare with your respondents‚ answers? What did you learn from this activity?

Extra Credit Assignment #3 - Late Adulthood - Life Review

As people enter the later years of life, they usually engage in a process called life review (sometimes referred to as mid-life crisis). This involves organizing one’s memories and reflecting on the significant actions and developmental milestones that have shaped one’s life. It is through the life review that people attempt to gain a final understanding of themselves and the world around them.

Choose an older adult for an in-depth, life review interview (must be at least 65). Ask the person the following questions:

1. Who were the most important people that contributed to your development, both as a child and as an adult? In what ways were they important to you?
2. What events or developmental milestones were particularly significant in your life? Why?
3. How has aging affected you physically? Psychologically? Socially?
4. How do you feel about your life? Has it been satisfactory? In what areas have you been most satisfied? Least satisfied?
5. How often do you think about your eventual death? What thoughts go through your mind when you think about death?

On the basis of the responses, summarize the person’s perception of his or her life. Are the significant events and developmental milestones that shaped the person‚s life the same as those described in your textbook? How would you evaluate the person‚s attitude toward life?

COURSE OUTLINE:

Lesson 1

Introduction, theories of Developments, hereditary and environment, prenatal development and birth

Read Syllabus, Chapters 1, 2, 3 &4.  Discussion Assignment #1, Quiz #1

*Begin thinking about research paper topic.

*Begin preparing for your interview project

*Extra credit assignment #1

Lesson 2

The first two years – Biosocial development, cognitive development, psychosocial development

Read chapter 5, 6 & 7, Discussion Assignment #2, Quiz #2

*Extra credit assignment #2

Lesson 3

The play years - Biosocial development, cognitive development, psychosocial development

Read chapter 8, 9 &10, Discussion Assignment 3, Quiz #3

*Submit research paper topic

Lesson 4

The School Years - Biosocial development, cognitive development, psychosocial development

Read Syllabus, Chapters 11, 12 & 13.  Discussion Assignment #4,

*Mid-Term Exam Chapter 1-13 due this week

Lesson 5

Adolescence - Biosocial development, cognitive development, psychosocial development

Read chapter 14, 15 & 16, Discussion Assignment #5, Quiz #5

*Interview Project Due (also plan to discuss this project in the discussion assignment for the week)

Lesson 6

Early Adulthood - Biosocial development, cognitive development, psychosocial development

Read chapter 17, 18 & 19, Discussion Assignment #6, Quiz #6,

*Research Paper due

Lesson 7

Middle Adulthood - Biosocial development, cognitive development, psychosocial development

Read chapter 20, 21 & 22, Discussion Assignment #7, Quiz #7

* Extra credit assignment #3 due

Lesson 8

Late Adulthood - Biosocial development, cognitive development, psychosocial development, death and dying

Read chapter 23, 24 &25 & epilogue, Discussion Assignment #8

*Final Exam chapter 14-25 and Epilogue due

EVALUATIONS AND GRADING POLICY

Evaluations:

Weekly Discussion Assignments (8@10 pts. ea.) – 80 points

Weekly Quizzes (8@20 pts. ea) – 160 points

Interview Project – 70 points

Examinations (2 @ 100 pts. ea.) – 200

Research Paper – 100 points

Total – 610 points

Extra Credit (3 @ 10 pts. ea.) – 30 points

Grading Policy:

90-100% / 549-610 points – A

80-89% / 488 – 548 – B

70 – 79% / 427-487 – C

60-69% / 366-426 – D

Below 60% / 366 and below - F

Note: Extra credit work can only improve your grade.

FINAL PAPER GRADING REQUIREMENTS:

1. Paper topic was submitted by September 23, 2007: /20 Points. 

2. Between 5 and 7 pages double-spaced: /20 Points

3. Minimum of 5 scientific references in bibliography: /20 Points

4. References are cited in the paper itself, according to APA format, 5^th Edition: /20 Points

5. Adheres to APA guidelines for paper structure: /20 Points

Contents

1. You report the scientific research accurately: /20 Points

2. Your writing is well organized, logical and sequential: /20 Points

3. Grammar, spelling, typing, syntax, and sentence construction are correct (a good proofreader can be helpful): /20 Points

Interest, Creativity

1. Your paper is interesting and creative: /20 Points

2. You focus clearly on important points and are selective in choosing facts, ideas, and examples that are most significant to your topic: /20 points

Total Points /200

ACADEMIC STANDARDS

Plagiarism

• Plagiarism is claiming another's paper, article, outline, or speech as your own. Plagiarism is a crime punishable by failure, expulsion, and legal action.

Note: When using ideas or words from another source- DON'T FORGET TO CREDIT THAT SOURCE USING APA FORMAT, 5^th EDITION. Also, when three or more words (in a row) are taken from a source, the source must be cited and the information must be quoted. By failing to do so, plagiarism may result.

STANDARDS FOR WRITTEN WORK:

Research papers, examinations, assignments, and group discussions will be completed with proper grammar in accordance with standards expected at Barstow College. Points will be deducted for incorrect spelling and improper grammar (so don't forget the spell check!).

PROCTORED EXAM:

• All students are required the take the final exam either on the main campus, the Ft. Irwin, or the Miramar campus. If you are unable to take the exam at any of these locations, you must locate an approve proctor, such as, a librarian, education official, school official, or a supervisor, and an approved site, such as, a library or an educational center. Your proctor information must be submitted to the instructor two weeks prior to the final exam. Refer to the course calendar for exact dates.

ON-LINE INSTRUCTIONS:

YOU MUST FILL OUT THIS SYLLABUS IF YOU INTEND TO TAKE THE COURSE!

It is your responsibility to make sure the instructor has the all the contact information stated at the top of this syllabus by the start of classes!! It is your responsibility to email the instructor if you have any problems or do not understand this syllabus. 

It is your responsibility to confirm your enrollment either via the Internet at http://bcregweb.barstow.edu/ or by calling (760) 252-2411 x7700 if you are having problems accessing the course material.  After you have confirmed your enrollment go to http://www.bcconline.com/orient/ and read the password link.  Following this procedure will ensure you are helped in the fastest manner possible. By enrolling for this class, the assumption is that you possess the necessary skills to read at the college level, to enter and perform research on the internet, to email using proper email etiquette and to post to the discussions.

When emailing your instructor: (enter your email address here) include your full name. Send all email with the name of the course in the subject line and Lesson No. or the words: problem, question or comment. Many times I receive email with no name in the body of the email.  Sign all email with your name as registered at school, or else you will not receive a reply and your assignment will not be graded.

You must explain the problem in the subject line, i.e., (enter class title here), Research 1 -- no research available. Email without an appropriate subject line will be deleted and will not be read. With the current high incidence of viruses and unsolicited email I automatically delete all email without appropriate subject lines.'  Remember I do not answer email on the weekends, so 48 hours response time do not include Fridays, Saturdays, Sundays and holidays. If an email stating problem, help, or question in the subject line is sent on Monday through Thursday you can expect a response within 24-48 hours.  If an email stating problem, help, or question in the subject line is sent on the weekends there will be a longer turn around time, but the email will be answered by Tuesday of the following week.