Syllabus
Last four numbers of student ID:
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. In the box below please explain your understanding of user names and passwords, including how you expect to receive your user name and password for this class: Catalog Description:
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.
In the box below please explain your understanding of user names and passwords, including how you expect to receive your user name and password for this class:
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: PSYC 2: Developmental Psychology Prerequisite: None Course Units: 3 Units Instructor: Robin Goins, MS Email: rgoins@bcconline.com Phone: 951-870-1996 Course Content: Introduction to the theories of development, heredity and environment, prenatal development and birth The first two years - biosocial development, cognitive development, psychosocial development The Play Years - biosocial development, cognitive development, psychosocial development The School Years - biosocial development, cognitive development, psychosocial development Adolescence - biosocial development, cognitive development, psychosocial development Early Adulthood - biosocial development, cognitive development, psychosocial development Middle Adulthood - biosocial development, cognitive development, psychosocial development Late Adulthood - biosocial development, cognitive development, psychosocial development, death and dying Course Objectives Upon completion of the course, students will be able to: Describe development, including biosocial, cognitive, and psychosocial, as a constant set of processes, involving both continuity and change, by giving examples from the literature.
Course Content:
Introduction to the theories of development, heredity and environment, prenatal development and birth The first two years - biosocial development, cognitive development, psychosocial development The Play Years - biosocial development, cognitive development, psychosocial development The School Years - biosocial development, cognitive development, psychosocial development Adolescence - biosocial development, cognitive development, psychosocial development Early Adulthood - biosocial development, cognitive development, psychosocial development Middle Adulthood - biosocial development, cognitive development, psychosocial development Late Adulthood - biosocial development, cognitive development, psychosocial development, death and dying
Upon completion of the course, students will be able to:
Analyze different developmental events from the perspectives of the major theories of development, cognitive, humanistic, and psychoanalytic, recognize those theories when used by others to analyze events.
Explain how research contributes to the development and evaluation within topics of interest.
List the stages of prenatal and postnatal development, teratogens and the miracle of birth.
Chart the developmental periods and areas of the human organism (biological, cognitive, and psychosocial) divided into life periods:
The first two years The Play years The school years Adolescence Early adulthood Middle adulthood Late adulthood
The first two years
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.
Student Learning Outcomes:
Define Learning Outcomes of this Course:
Upon successful completion of this course, the student will be able to:
Describe the world and study of human development (life span) from a biological, cognitive and psychological perspective.
Evaluate the theories and controversies of the study of lifespan development.
List the stages of prenatal and postnatal development, terotogens and the miracle of birth event.
Chart the developmental periods and areas of the human organism (biological, cognitive and psychosocial) divided into life periods:
a. The first two years b. The play years c. The school years d. Adolescence e. Early adulthood f. Middle adulthood g. Late adulthood
Describe and compare the phases and stages of the grief process as well as differentiate between sudden and anticipate death and grief.
In the box below type the objective that interests you the most from the list above, as well as one reason why you took this class.
Required Textbook:
Berger, K. S. (2008). The developing person through the life span (7th Ed.). New York: Worth Publishers. In the box below type, I have my textbook for PSYC 2 or I will have it by the end of the first week of class. Email Updates One of the primary methods of contact in an online course is email. Your college is capable of extracting student names and email addresses from our registration system. The purpose of extracting this information is two fold. The information will be used by the instructor to remain in contact with the class in order to provide information necessary for the students' academic success. The information will also be used to send emails to the students from the college administration. The emails sent by the college administration will consist of links to course surveys which will be used to improve our online courses, important announcements for students, and links to college surveys, which will be used to satisfy requirements placed on the college by the California Community College Chancellor's Office. The college will not use this information to advertise any products and will not share student email addresses with any other organization. In the box below type the following information: As a student I understand it is my responsibility to ensure my email address is up to date in the registration system, and that failure to do so can seriously impact my ability to successfully complete my courses. Further, I consent to receive email communication from my instructor and from the college administration. This consent will remain in force until it is revoked in writing or I am no longer taking classes with the college. Upon submitting the syllabus, I agree to enter the registration system, check my email address and change it if necessary. I understand a tutorial is available to assist me with this procedure. I also understand I can contact 760-252-2411 x7236 to receive additional assistance if I encounter any difficulties when attempting to change my email address.
In the box below type, I have my textbook for PSYC 2 or I will have it by the end of the first week of class.
Email Updates
One of the primary methods of contact in an online course is email. Your college is capable of extracting student names and email addresses from our registration system. The purpose of extracting this information is two fold. The information will be used by the instructor to remain in contact with the class in order to provide information necessary for the students' academic success. The information will also be used to send emails to the students from the college administration. The emails sent by the college administration will consist of links to course surveys which will be used to improve our online courses, important announcements for students, and links to college surveys, which will be used to satisfy requirements placed on the college by the California Community College Chancellor's Office. The college will not use this information to advertise any products and will not share student email addresses with any other organization. In the box below type the following information: As a student I understand it is my responsibility to ensure my email address is up to date in the registration system, and that failure to do so can seriously impact my ability to successfully complete my courses. Further, I consent to receive email communication from my instructor and from the college administration. This consent will remain in force until it is revoked in writing or I am no longer taking classes with the college. Upon submitting the syllabus, I agree to enter the registration system, check my email address and change it if necessary. I understand a tutorial is available to assist me with this procedure. I also understand I can contact 760-252-2411 x7236 to receive additional assistance if I encounter any difficulties when attempting to change my email address.
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. Please note that these lectures do not overrule the information in the text book. The information in the text is what should be used for exams and quizzes, and should you find a discrepancy, the text information is the most current and correct.
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, 6th Edition. You are encouraged to view other online journals and incorporate them into your posts. Some resources to find online journals are http://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. PLEASE READ- VERY IMPORTANT -- Your discussions are considered the equivalent of your attending class in a traditional classroom. Please be very sure to log into the week 1 discussion within the week 1 posting dates. A census is taken in week 2 and anyone not attending the week 1 discussion will be considered a no show and dropped from the class. Turning in a syllabus or assignments DOES NOT constitute class attendance – your discussions do. 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.
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, 6th Edition.
You are encouraged to view other online journals and incorporate them into your posts. Some resources to find online journals are http://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. PLEASE READ- VERY IMPORTANT -- Your discussions are considered the equivalent of your attending class in a traditional classroom. Please be very sure to log into the week 1 discussion within the week 1 posting dates. A census is taken in week 2 and anyone not attending the week 1 discussion will be considered a no show and dropped from the class. Turning in a syllabus or assignments DOES NOT constitute class attendance – your discussions do.
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 ESSAY FORMAT 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.
You will post excerpts from your interview in the discussion topic for week five.
This assignment is to be in basic essay form, 2-3 pages, and be emailed directly to me as a Word document.
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 is the end of week 5.
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, 5th Edition, should be followed. These guidelines are available online (www.apa.org or http://www.psych-central.com/APAwrite.htm) and in most libraries or bookstores. To see a sample APA paper, visit http://www.dianahacker.com/pdfs/Hacker-Shaw-APA.pdf .
Research papers MUST be emailed to me directly. Please note that I will be submitting your papers into the turnitin.com website, which is a plagiarism detection software. Your papers will be scanned to verify that your work is your own work and not copied or pasted. I suggest you all refresh yourself on what constitutes plagiarism as this can result in your paper receiving no points, potentially being dropped from the class, and in some cases, academic discipline by the school if repeated. If you are not clear on what constitutes plagiarism, Indiana State University has a great link you can review to get up to speed - http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml . 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 is due at the end of week three, and no later.
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.
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 be an open book/note exam.
G. Extra Credit Assignments
There will be a total of three extra credit assignments you may do as your wish. You may turn any of the extra credit assignments in during the class and before the final exam. 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" 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: What does it mean to be an adult? What do you consider to be important characteristics of adults? Are there certain roles or behaviors that are generally expected of adults? 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? 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: 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? What events or developmental milestones were particularly significant in your life? Why? How has aging affected you physically? Psychologically? Socially? How do you feel about your life? Has it been satisfactory? In what areas have you been most satisfied? Least satisfied? 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?In the box below please type: I agree to the method of instruction and the grading criteria. I will abide by the due dates and deadlines of all assignments, discussions, quizzes, research paper and exams. I understand that any missed deadlines would result in a zero score and any special circumstances require arrangements in advance. In case of any unforeseen medical emergency, I would submit supporting medical documentation. 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 Lesson 2 The first two years – Biosocial development, cognitive development, psychosocial development Read chapter 5, 6 & 7, Discussion Assignment #2, Quiz #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 Six Early Adulthood - Biosocial development, cognitive development, psychosocial development Read chapter 17, 18 & 19, Discussion Assignment #6, Quiz #6 Lesson Seven Middle Adulthood - Biosocial development, cognitive development, psychosocial development Read chapter 20, 21 & 22, Discussion Assignment #7, Quiz #7 *Research Paper due Lesson Eight 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 I understand and agree to abide by the course schedule listed above.
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" 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:
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:
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?In the box below please type: I agree to the method of instruction and the grading criteria. I will abide by the due dates and deadlines of all assignments, discussions, quizzes, research paper and exams. I understand that any missed deadlines would result in a zero score and any special circumstances require arrangements in advance. In case of any unforeseen medical emergency, I would submit supporting medical documentation.
In the box below please type: I agree to the method of instruction and the grading criteria. I will abide by the due dates and deadlines of all assignments, discussions, quizzes, research paper and exams. I understand that any missed deadlines would result in a zero score and any special circumstances require arrangements in advance. In case of any unforeseen medical emergency, I would submit supporting medical documentation.
Course Outline
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson Six
Lesson Seven
Lesson Eight
I understand and agree to abide by the course schedule listed above.
Evaluations and Grading Policy Evaluations: Assignment Points Possible Total Points Possible Weekly Discussion Assignments (8@10 pts. ea.) 80 points Weekly Quizzes (6@20 pts. ea) 120 points Interview Project (1 @ 100 pts. ea) 100 points Examinations (2 @ 100 pts. ea.) 200 points Research Paper (1 @ 120 pts. ea) 120 points Total 620 points Extra Credit (3 @ 10 pts. ea.) 30 points Grading Policy: Percentage Points Grade Earned 90-100% 549-620 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.
Evaluations:
Grading Policy:
Note: Extra credit work can only improve your grade.
Final Paper Grading Requirements Paper topic was submitted by end of week three: /10 Points. Between 5 and 7 pages double-spaced: /10 Points Minimum of 5 scientific references in bibliography: /10 Points References are cited in the paper itself, according to APA format, 6th Edition: /10 Points Adheres to APA guidelines for paper structure: /20 Points NOTE: NOT USING APA FORMAT WILL COST YOU A MINIMUM OF HALF POINTS ON YOUR PAPER! Contents You report the scientific research accurately: /10 Points Your writing is well organized, logical and sequential: /10 Points Grammar, spelling, typing, syntax, and sentence construction are correct (a good proofreader can be helpful): /10 Points Interest, Creativity Your paper is interesting and creative: /10 Points You focus clearly on important points and are selective in choosing facts, ideas, and examples that are most significant to your topic: /10 points Total Points /120 In the box below please type: I understand and agree to abide by the grading scales listed above.
Paper topic was submitted by end of week three: /10 Points. Between 5 and 7 pages double-spaced: /10 Points Minimum of 5 scientific references in bibliography: /10 Points References are cited in the paper itself, according to APA format, 6th Edition: /10 Points Adheres to APA guidelines for paper structure: /20 Points NOTE: NOT USING APA FORMAT WILL COST YOU A MINIMUM OF HALF POINTS ON YOUR PAPER! Contents You report the scientific research accurately: /10 Points Your writing is well organized, logical and sequential: /10 Points Grammar, spelling, typing, syntax, and sentence construction are correct (a good proofreader can be helpful): /10 Points Interest, Creativity Your paper is interesting and creative: /10 Points You focus clearly on important points and are selective in choosing facts, ideas, and examples that are most significant to your topic: /10 points Total Points /120
Contents
Interest, Creativity
Total Points /120
In the box below please type: I understand and agree to abide by the grading scales listed above.
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, 6th 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. Please visit http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml for more details on what constitutes plagiarism and how you can avoid it. 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
Plagiarism
Note: When using ideas or words from another source, DON'T FORGET TO CREDIT THAT SOURCE USING APA FORMAT, 6th 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. Please visit http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml for more details on what constitutes plagiarism and how you can avoid it.
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. YOU MUST TURN IN YOUR PROCTOR FORMS NO LATER THAN 2 WEEKS PRIOR TO THE FINAL EXAM. The sooner the better to avoid any problems during the proctor approval process. Failure to do so will result in your having to go to the Barstow campus for the exam or not being able to take it at all.In the box below please type: I agree to the standards posted above, and I understand and agree that all graded work submitted will be my own work and I will receive a grade of F for any academic dishonesty. Further I understand the final will be proctored and I must find a proctor by NO LATER THAN the seventh week of class.
In the box below please type: I agree to the standards posted above, and I understand and agree that all graded work submitted will be my own work and I will receive a grade of F for any academic dishonesty. Further I understand the final will be proctored and I must find a proctor by NO LATER THAN the seventh week of class.
Online 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 x7236 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: rgoins@bcconline.com 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., PSYC 2, 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. Email assignments will have a one week turnaround time, and you should not expect an answer to a successfully submitted and completed assignment before the end of the one week turnaround time period. Receiving graded assignments or answers to your questions before the above stated timelines have passed does not guarantee that you will receive replies that quickly in the future. Online classes are NOT conducted via instantaneous transmission. Just as I am giving you a SEVEN day period to complete your work, I am to be given SEVEN days to reply to your assignments. In addition, the above stated timelines apply to ALL students and ALL responses to your questions and concerns. I appreciate your understanding of the above stated timelines and will respond to ALL questions and concerns about this class within the timeframes stated above. A posting place at the top of the discussion page indicates the instructor’s message board to you. Be sure to check this each week so that you don’t miss messages and clarifications; remember that sometimes no instructor posting will have been made. Students are not to post in the instructor's posting area. Should you have a concern with your class please email me your question. It is not appropriate for students to post their concerns in the instructor's posting area. Students who post in the instructor's posting area will receive a warning and their posting will be deleted unanswered. Students who ignore the warning and post again to the instructor's posting area will be dropped from the class. At the conclusion of the class students may find out their grades by going on the Internet at http://bcregweb.barstow.edu/ . I do not email or post student grades and will not respond to inquiries about grades at the conclusion of the course. In the box below type, I understand and agree to abide by the online instructions written above. Important: You will not officially start this course until after you have completed the orientation sessions at http://www.bcconline.com/orient/. No work should be completed until AFTER you have reviewed the orientation area. The orientation area will answer many frequently asked questions about online instruction and also provides tutorials on common problems students encounter while doing online courses. If you are experiencing technical difficulties and/or need to learn how to use our courseware you should first check the orientation area to see if it answers your technical question. If your technical question is not answered on the website you may then email the webmaster@bcconline.com with your question. If your question pertains to class materials you should email rgoins@bcconline.com. The webmaster cannot answer course related questions, and Ms. Goins does not answer technical questions. Remember that you must state your full name, problem, question or concern and your class name in the subject line when asking a question. In the box below type, I understand there is one meeting for this course (the final). If I am unable to take the final on the main campus, or at Barstow College's Ft. Irwin site, I understand it is my responsibility to find a proctor and completely fill out the proctor from. I understand I must fill out the syllabus in order to complete this course and that completing the online orientation before beginning my course work is mandatory. I realize that I should email the instructor with any class related questions. I also understand that I should first check the orientation area for answers to my technical questions and can email the webmaster@bcconline.com my technical questions ONLY after checking the orientation area for the answer to my question first. Plagiarism: Plagiarism—presenting the work of another as your own—is a crime punishable by failure, expulsion and legal action. It is the student's responsibility to learn APA style and how to give proper credit for the materials taken from other sources. Please retype the following in the box below: I understand the policy on plagiarism and agree to abide by it. Syllabus Disclaimer: A syllabus is not a contract between instructor and student but rather a guide to course procedures on attendance, requirements, grading, and objectives. The instructor circumstances dictate. Students will be duly notified. The instructor reserves the right to amend the syllabus when emergency Please retype the following in the box below: I understand that the syllabus is not a contract between instructor and student but rather a guide to course procedures on attendance, requirements, grading, and objectives. The instructor reserves the right to amend the syllabus when emergency circumstances dictate. Students will be duly notified. Disability Statement: If you have a disability which may impact your success in this course, you may contact the Office of Student Support (OSS) to arrange any reasonable accommodations and supports to which you are entitled. It is the responsibility of the student to initiate these procedures. The OSS department can be contacted by calling 760-252-2411 x7225 or 760-252-6759 TTY/TDD or emailing oss@bcconline.com. In the box below type: I understand that if I have or suspect I have a disability I can contact the OSS program at the number or email address listed above and request reasonable accommodations. Further I realize it is my responsibility to contact the OSS department.
It is your responsibility to confirm your enrollment either via the Internet at http://bcregweb.barstow.edu/ or by calling (760)252-2411 x7236 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: rgoins@bcconline.com 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., PSYC 2, 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.
Email assignments will have a one week turnaround time, and you should not expect an answer to a successfully submitted and completed assignment before the end of the one week turnaround time period. Receiving graded assignments or answers to your questions before the above stated timelines have passed does not guarantee that you will receive replies that quickly in the future.
Online classes are NOT conducted via instantaneous transmission. Just as I am giving you a SEVEN day period to complete your work, I am to be given SEVEN days to reply to your assignments. In addition, the above stated timelines apply to ALL students and ALL responses to your questions and concerns.
I appreciate your understanding of the above stated timelines and will respond to ALL questions and concerns about this class within the timeframes stated above.
A posting place at the top of the discussion page indicates the instructor’s message board to you. Be sure to check this each week so that you don’t miss messages and clarifications; remember that sometimes no instructor posting will have been made. Students are not to post in the instructor's posting area. Should you have a concern with your class please email me your question. It is not appropriate for students to post their concerns in the instructor's posting area. Students who post in the instructor's posting area will receive a warning and their posting will be deleted unanswered. Students who ignore the warning and post again to the instructor's posting area will be dropped from the class.
At the conclusion of the class students may find out their grades by going on the Internet at http://bcregweb.barstow.edu/ . I do not email or post student grades and will not respond to inquiries about grades at the conclusion of the course.
In the box below type, I understand and agree to abide by the online instructions written above.
Important:
You will not officially start this course until after you have completed the orientation sessions at http://www.bcconline.com/orient/. No work should be completed until AFTER you have reviewed the orientation area. The orientation area will answer many frequently asked questions about online instruction and also provides tutorials on common problems students encounter while doing online courses. If you are experiencing technical difficulties and/or need to learn how to use our courseware you should first check the orientation area to see if it answers your technical question. If your technical question is not answered on the website you may then email the webmaster@bcconline.com with your question.
If your question pertains to class materials you should email rgoins@bcconline.com. The webmaster cannot answer course related questions, and Ms. Goins does not answer technical questions. Remember that you must state your full name, problem, question or concern and your class name in the subject line when asking a question.
In the box below type, I understand there is one meeting for this course (the final). If I am unable to take the final on the main campus, or at Barstow College's Ft. Irwin site, I understand it is my responsibility to find a proctor and completely fill out the proctor from. I understand I must fill out the syllabus in order to complete this course and that completing the online orientation before beginning my course work is mandatory. I realize that I should email the instructor with any class related questions. I also understand that I should first check the orientation area for answers to my technical questions and can email the webmaster@bcconline.com my technical questions ONLY after checking the orientation area for the answer to my question first.
Plagiarism:
Plagiarism—presenting the work of another as your own—is a crime punishable by failure, expulsion and legal action. It is the student's responsibility to learn APA style and how to give proper credit for the materials taken from other sources.
Please retype the following in the box below:
I understand the policy on plagiarism and agree to abide by it.
Syllabus Disclaimer:
A syllabus is not a contract between instructor and student but rather a guide to course procedures on attendance, requirements, grading, and objectives. The instructor circumstances dictate. Students will be duly notified. The instructor reserves the right to amend the syllabus when emergency
I understand that the syllabus is not a contract between instructor and student but rather a guide to course procedures on attendance, requirements, grading, and objectives. The instructor reserves the right to amend the syllabus when emergency circumstances dictate. Students will be duly notified.
Disability Statement:
If you have a disability which may impact your success in this course, you may contact the Office of Student Support (OSS) to arrange any reasonable accommodations and supports to which you are entitled. It is the responsibility of the student to initiate these procedures. The OSS department can be contacted by calling 760-252-2411 x7225 or 760-252-6759 TTY/TDD or emailing oss@bcconline.com.
In the box below type: I understand that if I have or suspect I have a disability I can contact the OSS program at the number or email address listed above and request reasonable accommodations. Further I realize it is my responsibility to contact the OSS department.
