psy 201 online syllabus - fall 2015-3193

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CAPITAL COMMUNITY COLLEGE 950 Main Street, Hartford, CT 06103

COURSE INFORMATION Course Name: Lifespan Development (PSY 201; CRN 3193)

Semester: Fall 2015

Semester Starting Date: Monday, August 31, 2015

Last day to withdraw: Monday, November 23, 2015

Final Exam deadline: Wednesday, December 16, 2015 @ 1159 PM EST

PROFESSORS INFORMATION Instructor: Dr. Stephen Fagbemi, Professor of Psychology

Office: Room 1012

Office Hours: Tuesday & Thursday 11:00 12:30 pm OR by appointment Contact Number: (860) 906-5230

E-Mail: Please use the Blackboard course e-mail site. If the Blackboard course

site is not functioning, then you may contact me via the college e-mail

address: [email protected]

E-Mail: Please use the course e-mail link You can also contact me via e-mail to schedule a meeting or discuss any concerns you may have.

Please allow me 36 hours to respond to your e-mails, although I will be checking e-mail each

morning and evening and will respond as soon as possible. I am sometimes not online on

Saturdays and Sundays, therefore, if you send me an email during the weekend, I may not

respond until Monday.

COURSE DESCRIPTION

This course will provide an overview and introduction to the study of development through the

lifespan. Genetic and environmental influences on the biological, cognitive, and social aspects

of development from conception to death will be examined. Students will gain an understanding

and appreciation for the complexities of development by investigating prominent theories,

research studies, issues of diversity, and global perspectives within lifespan development.

REQUIRED READINGS

Santrock, J. (2013). Essentials of life span development. New York: McGraw-Hill Companies.

COURSE OBJECTIVES Upon successful completion of the course, students should be able to:

1. Define three principal types of development: physical, cognitive, and psychosocial

2. Define various stages of the life span development from conception to death.

3. Contrast physical development across the life span.

4. Contrast cognitive development across the life span and relate academic achievement to

this development.

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5. Contrast psychosocial development across the lifespan and identify the significant

interpersonal relationships that affect development.

Trace the steps in personality development and explain how personality is both stable and

dynamic.

6. List and define the stage theories of Jean Piaget, Erik Erikson, Sigmund Freud, Lawrence

Kohlberg, and other developmental theorists.

Discuss the nature vs. nurture controversy as it relates to life span development.

7. Apply developmental principles, theories, and stages to one's own life span development

and to the development of family and friends.

REQUIRED COURSEWORK

Below you will find a description of the coursework.

Exams (Can be completed twice, the higher

grade will be posted) 80 %

Critical Thinking Discussion Board (CTDB) 20 %

TOTAL

100%

COLLEGE POLICIES THAT YOU NEED TO KNOW

1] STUDENTS WITH SPECIAL NEEDS STATEMENT

CCC is committed to providing access and full participation to students with special needs in all

areas of its academic programs and services.

Students with special needs should:

o Meet with the Learning Disabilities Specialist at least thirty (30) days prior to the

beginning of each semester.

o Self-identify & provide documentation of their specific disability.

o Be able to identify reasonable accommodation to be successful academically.

2] SEXUAL VIOLENCE AWARENESS POLICY

Capital Community College (CCC) is committed to ensuring that our campus community, both

virtual and on grounds, is safe and supportive of people of all genders and sexual identities. CCC

has zero tolerance for sexual misconduct. Sexual misconduct includes sexual harassment, sexual

assault and intimate partner violence. A variety of support resources are available on campus and

in the community to assist in dealing with sexual violence. These resources are available whether

or not the incident occurred on campus or off campus. For support and information on available

options the following contact list is provided.

Doris Arrington, Dean of Students 860-906-5086 Rita Kelley, Title IX Coordinator860-906-5133 James Griffin, Master Sergeant Public Safety.860-906-5076 Sabrina Adams-Roberts, Lead Counselor860-906-5043

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3] NEASC CREDIT HOUR POLICY

The US Department of Education has enacted regulations regarding program integrity that

include a federal definition of a credit hour:

Federal Definition and Commission Review of the Credit Hour

As an accreditor recognized by the U.S. Secretary of Education, the Commission is

obliged to follow federal law and regulations pertinent to that recognition. Federal regulation

defines a credit hour as an amount of work represented in intended learning outcomes and

verified by evidence of student achievement that is an institutional established equivalence that

reasonably approximates not less than (1) One hour of classroom or direct faculty instruction and a minimum of two hours of

out of class student work each week for approximately fifteen weeks for one semester or

trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent

amount of work over a different amount of time; or

(2) At least an equivalent amount of work as required in paragraph (1) of this definition

for other academic activities as established by the institution including laboratory work,

internships, practicum, studio work, and other academic work leading to the award of credit

hours.

In accordance with federal policy, CCC defines a credit hour as the amount of work represented

in the achievement of student learning outcomes (verified by evidence of student achievement)

that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of

two hours of out-of-class student work. For every course credit hour, a typical student should

expect to spend at least two hours per week of concentrated attention on course-related work

including, but not limited to, class meeting time, reading, reviewing, organizing notes, studying

and completing assignments.

GENERAL COURSE EXPECTATIONS

PLEASE READ CAREFULLY

1] Please read this course syllabus carefully and print a copy for easy reference.

The course syllabus is a guideline with detailed deadlines that will clearly define my

expectations. Please pay attention to the links that you may need to access the course materials.

Please check that the primary computer that you intend on using has the necessary memory,

software, and speed to complete the course successfully.

2] Stay on top of the work

Pace yourself wisely, you do not want to miss any deadlines. Unlike on-campus classroom

courses, a great deal of self-discipline is necessary in online courses to maintain the pace of the

course. You will have to remain focused on the course requirements to prevent from falling

behind and failing the course. I strongly encourage and expect students to check their

Blackboard email and announcements daily and to pay particular attention to discussion

and exam deadlines.

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3] Computer problems cannot be an emergency

You should also know that in the past online students have reported difficulty submitting

assignments at the last minute due to various technical problems. Sometimes students cannot

submit work during busy times and have had their grades compromised as a result. You can

avoid all this simply by submitting your work early. If you have an emergency that prohibits you

from meeting the deadline look for and utilize another computer with internet access

immediately. Please note that an emergency is not defined as a computer problem.

4] Use computer at Capital or your local library

If you have problems with your computer you can use the computers at Capital Community

College, Monday-Saturday and you can access computers from other locations in your

community such as a nearby library. Therefore, having problems with your home or business

computer will not provide you with an excuse to complete an assignment at a later date.

5] Do not fall behind

Students who fall behind are less likely to get feedback from others in the online discussions. It

is essential that you post as soon as possible, this will enhance your ability to participate in the

class discussion. If something happens that is going to cause students to fall behind, contact the

professor immediately.

6] Attendance policy & participation

Distance Learning courses provide students with great flexibility in schedules and course

participation. If you do not log in frequently, you cannot adequately participate in an online

class. I expect students to post on the discussion board and take the quizzes and exams before

the specified deadline. Students are also expected to check their Blackboard email and

announcements regularly. One way this can be achieved is to log in regularly at least every 24 hours. Failure to post on the discussion board, take quizzes and exams, read emails and

announcements will be considered failure to attend and participate in class. This could

result in deduction points. As such, not only will students who report to me that they neglected

to post or take exam not permitted to make it up but may have points deducted for insufficient or

lack of participation.

7] Grades

You can access your grades by clicking on the My Grades link on the home page. This will provide you with an outline of all grades. Please do not hesitate to contact me if you believe

your grade was incorrectly calculated. You will be given every opportunity to earn a fair grade

in this course. My goal is for your overall success. However, your motivation, efforts, and

dedication will help you succeed in the course. I look forward to our educational journey and I

hope it will be filled with knowledge, laughter, and success!

8] Do NOT Use Mobile Devices for Coursework

Some course content as presented in Blackboard Learn is not fully supported on mobile devices

at this time. While mobile devices provide convenient access to check in and read information

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about your courses, they should not be used to perform work such as taking tests, quizzes,

completing assignments, or submitting substantive discussion posts.

HOW THE COURSE IS STRUCTURED All readings and assignments will be housed in Modules. Once you click on the module you will

be able to access the chapter readings, exam, critical discussion board, and all the required

chapter materials. Because this in an online course, the expectation is that you will complete the

course at your own pace. Please take all exams and participate in the discussion boards within

the stipulated timeframe. More importantly, be mindful that you must complete all course

requirements by Wednesday, December 16, 2015 or the final grades will be calculated based on the work completed, which could result in a grade of F.

ANNOUNCEMENTS When you enter the course site, if you see a pop-up message please read this carefully. These

announcements will contain timely and important information.

DISCUSSION BOARDS

Critical Thinking Discussion Board (CTDB) This is not a social board. For each module, you must address the question posted by the

instructor. You should also respond to a minimum of two student postings. I expect that all

students use proper Netiquette in this course. http://www.albion.com/netiquette/

Guidelines for Critical Thinking Discussion Board (CTDB) In this class, online discussions will count towards your Assignments grade in the course (see

syllabus). The purpose of the discussion board is to frame and promote collaborative learning.

Active and regular participation is not only important for me to see, but also important for you in

learning the course content and in developing your thoughts and positions on various topics.

The four cardinal rules for Discussion Boards:

1. Please remember that the culture of mutual respect that is part of this course extends into the virtual classroom environment.

2. Participation in these discussion boards is required. 3. Participation alone is not enough; a thoughtful and meaningful approach in your

posts is required. (Quality counts!)

4. Posted discussions that are not relevant to the threaded discussion topic, which should incorporate the readings, will not count towards your Discussion Board

Grade.

The total of your participation in a single discussion board question (topic) will be graded on a

10-point scale. Please refer to the Course Requirements listed below for detailed information

and grading.

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Here is the protocol for posting and contributing to an online discussion:

a. The first posting should address the questions posted. ON THE SUBJECT LINE TYPE, ANSWER. This is essential because it will allow me to review your answers to the

question posted.

b. You should provide at least two responses to fellow students. On the subject line you MUST note the name of the person you are responding to. This offers your fellow

students the opportunity to respond to you if they wish.

c. Posting to the question posted by the instructor should be substantive. It can be a minimum of one paragraph and a maximum of three paragraphs. Word totals for your

post answering the original question should be in the 150-200 words range.

Responses to other students should be in the 75-100 words range. Utilize the Word

Count feature on your computer system. Whether you agree or disagree, explain why

with supporting evidence and concepts from the readings or a related experience.

Include a reference, link, or citation when appropriate.

d. Be organized in your thoughts and ideas. Do not post simply to post, make sure that your posts are relevant to the readings and topic and do not veer off. I would recommend that

you go online and read the question posted for the topic at hand prior to reading the

required chapter this will provide you with a direction in your readings and help you to

conceptualize your answer to the question as well as develop a sense of the content for

the discussion.

e. Incorporate relationship with the assigned readings or topics.

f. Stay on topic. DO NOT discuss personal topics on this Discussion Board.

g. Provide evidence of critical, college-level thinking and thoughtfulness in your responses or interactions. Avoid summarizing! I do not want to read what is already in the text or

other materials I want to hear your voice in the discussion thread.

h. Contribute to the learning community by being creative in your approaches to topics, being relevant in the presented viewpoints, and attempting to motivate the discussion.

i. Be aware of grammar and sentence mechanics.

j. Use proper etiquette. Remember that being respectful is critical.

Grading for the Critical Thinking Discussion Board

Points will be deducted if a student failed to respond to my original question (4 points)

and/or failed to respond to two other students postings (3 points each).

Other criteria are:

Strong Participation (9-10 points): 1) Are concise and made in time for others to read and respond

2) Provides discussion at a critical level, not just recitation of information from the textbook.

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3) Makes connections to previous or current course content or to real-life situations.

4) Contains insightful and thoughtful ideas, connections, or applications.

5) Are well written and free of spelling and grammatical errors.

Satisfactory Participation (8-7 points): 1) Are concise and made in time for others to read and respond

2) Provides discussion at a critical level, not just recitation of information from the textbook.

3) Makes connections to previous or current course content or to real-life situations, but the

connections are not really clear or are very obvious.

4) Contains insightful and thoughtful ideas, connections, or applications, but they may lack depth

and/or detail.

5) Are well written and free of spelling and grammatical errors.

Participation Needs Improvement (4-6 points): 1) May not be made in time for others to read and respond

2) Discussion is off task and student is unprepared to discuss topic at hand.

3) The actual information they provide is limited.

4) Makes highly limited, if any, connections to previous or current course content or to real-life

situations.

5) Contains few, if any, new ideas or applications and are just a summary of other comments.

6) May contain very few spelling and grammatical errors.

Participation is Below Expectations (1-3 points): 1) May not be made in time for others to read and respond.

2) Are superficial and contain no evidence of critical thinking, insight or analysis.

3) Do not contribute new ideas, connections, or applications.

4) May be completely off topic and contain a number of spelling and grammatical errors.

Failure to Participate (0 point): No response was posted.

Duration of Critical Thinking Discussion Question The discussion board for each module will be open until three days before the end of each

module. Please see the last two pages (p. 13-14) of this document for specific dates.

PLAGIARISM Capital Community College has a strict policy on plagiarism. Please visit

http://webster.commnet.edu/mla/plagiarism.shtml for the definition and more information on

plagiarism. For more information on policies and consequences, refer to the College Student

Handbook.

PRACTICE QUIZZES In each module, practice quizzes have been provided. You can take the practice quizzes of each

module twice and they do not count toward your grade. However, I strongly encourage you to

take these quizzes because they provide you opportunity to assess your understanding of the

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various chapters without any adverse impact on your final grade. The practice quizzes will be

open throughout the duration of each module.

EXAMS Though I allow students to use their textbooks during the exams, I very strongly recommend

that you study the materials and fully comprehend all topics prior to attempting the exam.

I do not expect students to be looking for answers to questions while taking the exams. My

expectation is that students would have fully studied and mastered the chapters before taking the

exams. While taking the exams, I expect students to make a note of questions they are not sure

of the answers. After completing the exams, you can then go back to review relevant aspects of

the textbook or power points for clarification. Please take note of the time during the exams

as they are timed and you will not have time to refer to your textbook for all answers.

1) You must complete one exam for each module which may comprise of 2 4 chapters. DO NOT contact me to state that you could not take the exam from your home or business computer

because of computer problems. If you have problems with your computer you can use the

computers at Capital Community College, Monday-Saturday and you can access computers from

other designations in your community such as a nearby library. Therefore, having problems with

your home or business computer will not provide you with an excuse to take the exam at a later

date.

2) Please note that each student in the course will receive a random set of questions allotted by

the computer, which will prohibit students from taking the same exam questions. Therefore, if

you have a question related to the exam, please provide me with the question number on

your exam and state whether it is the 1st or 2

nd attempt so I may open your exam. This will

permit me investigate the issue quickly and properly.

3) All exams can be taken twice and only the higher score will count toward your final grade.

4) You have about one week to take the exams for each module. I encourage you to

strategically determine the dates you will utilize the two attempts. However, I strongly caution

you against waiting till the last day to take the exam(s). You want to avoid last minute

technical problems. You may also not be able to immediately reach me to address other

problems you may encounter. I cannot re-open missed exams.

5) Please carefully review the syllabus to see the dates when the exam for each module will be

taken. Keep a record of these exam dates where you readily see and use it. Again, I cannot

re-open missed exams.

6) To prepare you and help you to diagnose any issues you may have with your primary

computer, I have provided a practice test for you to complete. Please complete this practice test,

it will help you find any glitches on your computer and provide you with a practice run before

taking the graded exams. It will also allow you to problem-solve any issues that occur before you

take the actual exam.

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FINAL GRADING SCALE Grades will be available on the my grades link. The following grade scale will be used to determine your grade for this course:

95 and above A 73-75 C

90-94 A- 70-72 C-

86-89 B+ 65-69 D+

83-85 B 60-64 D

80-82 B- 59-below F

76-79 C+

If you realize you are not going to complete this course, please complete a withdrawal form.

This form is available from the Registrars Office. If a form is not completed and you have completed any of the course requirements your final grade will be based on the work submitted,

which could result in a final grade of F.

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COURSE OUTLINE

Objectives, Outcomes, and Assessment The following objectives and outcomes represent the departments core requirements for student achievement.

LEARNING

OBJECTIVES

LEARNING OUTCOMES ASSESSMENT METHODS

To demonstrate an

understanding of:

Students will:

As measured by:

The theoretical

perspectives of

development.

Compare and contrast the theoretical perspectives of J.

Piaget, E. Erikson, S. Freud,

and B. Bronfenbrenner.

Identify the impact of the three domains of development,

cognitive, biosocial, and

psychosocial throughout the

lifespan.

Discuss the impact of diversity within each domain of

development.

The ability to successfully complete written

assignments, quizzes, and

tests.

Active participation in course activities/discussions.

Demonstrated ability to utilize critical thinking

skills as required by

examinations and/or papers.

The ability to analyze research findings within the

required readings.

Prenatal development

from conception to

birth.

Define the concepts of human reproduction, the impact of

prenatal genetic, and

environment influences.

Describe the birthing process within diverse cultures.

Identify the complications of birth.



tests.






required readings.

The development of

the first two years of

life infants and

toddlers.

Identify the genetic and environmental influences that

affect the childs physical, intellectual, social, and

emotional growth.



tests.

Active participation in course

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Apply the theoretical perspectives of J. Piaget and E.

Erikson, to the first two years

of life.

activities/discussions.





required readings.

Early childhood

development from 2

to 6 years of age.

Examine the physical, intellectual, and psychosocial

development during the pre-

school years.

Describe the influence of cultural differences, pre-school

education, caregivers, and

peers relationships.

Discuss the issues and impact of maltreatment on early

development.

Identify the milestones of language development.

Apply the theoretical of J. Piaget and L. Vygotsky to

early childhood development.



tests.






required readings.

Middle and late

childhood

development from 6

to 11 years of age.

Discuss the physical, intellectual, and psychosocial

patterns of development.

Describe health issues, children with special needs, and moral

development, and the influence

of peer groups.

Apply E. Ericksons theory of development.



tests.






required readings.

Adolescent

development from

11/13 to 20 years of

age.

Identify and discuss the physical, intellectual, and

psychosocial patterns of

development.

Examine relationships with family members, peer groups,

and the educational system.

Describe peer group influences,



tests.



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risk taking behaviors, sense of

self, and identity formation.

Discuss J. Piaget, S. Freud, and E. Eriksons theories of adolescent development.




required readings.

Early adult

development from

21 to 35 years of age.

Identify the biological age related changes that occur in

growth, strength, and overall

health.

Examine lifestyle choices, relationships, educational

pursuits, familial issues, and

professional development.

Discuss C. Gilligan's view of how moral reasoning changes

during early adulthood.

Describe Eriksons theory of early adult development.



tests.






required readings.

Middle adulthood

development from 35

to 64 years of age.

Identify the factors that contribute to the aging

process.

Analyze social development, career development, marriage,

and retirement.

Describe the impact of the empty nest and grand

parenting.

Examine the impact of caring for aging parents.

Discuss E. Eriksons psychosocial conflict of

generativity vs. stagnation



tests.






required readings.

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COURSE SCHEDULE BY CREDIT HOUR

Dates Module/ Theme What to Read Before Coming

to Class

Estimated home

work time per wk.

Assignments Due Date

(Postings Due by 11:59 pm

EST)

Aug 31

Module 1:

Fundamentals &

Beginnings of

Development

Santrock, Chapter 1 Introduction to Developmental

Psychology

Read: 4 hrs.

Write: 1hr.

Students write brief bio of

themselves

Sept 7

Module 1:

Fundamentals &

Beginnings of

Development

Santrock, Chapter 1 Introduction to Developmental

Psychology

Santrock, Chapter 2 Biological Beginnings

Read: 3 hrs.

Write: 2 hrs.

Blog Response 1:

Response to instructors question.

Sept 14 Module 1:

Fundamentals &

Beginnings of

Development

Santrock, Chapter 2 Biological Beginnings

Read: 3 hrs.

Write: 2 hrs.

Blog Response 1:

Respond to two other

students.

Sept 21

Module 2:

Infancy & Early

Childhood

Santrock, Chapter 3 Physical & cognitive Development in

Infancy

Read: 3 hrs.

Write: 2 hrs.

Blog Response 2:


Sept 28 Module 2:

Infancy & Early

Childhood

Santrock, Chapter 4 Socioemotional Development

in Infancy


Early Childhood

Read: 3 hrs.

Write: 2 hrs.

Blog Response 2:


students.

Oct 5 Module 2:

Infancy & Early

Childhood

Santrock, Chapter 6 Socioemotional Development

in Early Childhood

Read: 3 hrs.

Write: 2 hrs.

Blog Response 2:


students.

Oct 12 Module 3:

Middle & Late

Childhood and

Adolescence


Middle/Late Childhood

Read: 3 hrs.

Write: 2 hrs.

Blog Response 3:


Oct 19 Module 3:

Middle & Late

Childhood and

Adolescence

Santrock, Chapter 10 -

Socioemotional Development

in Middle/Late Childhood


Adolescence

Read: 3 hrs.

Write: 2 hrs.

Blog Response 3:


students.

Oct 26

Module 3:

Middle & Late

Childhood and

Adolescence



in Adolescence

Read: 3 hrs.

Write: 2 hrs.

Blog Response 3:


students.

Nov 2 Module 4:

Early and Middle

Adulthood

Santrock, Chapter 11 Physical & cognitive

Development in Early

Adulthood

Read: 3 hrs.

Write: 2 hrs.

Blog Response 4:


Nov 9 Module 4:

Early and Middle

Adulthood



in Early Adulthood

Santrock, Chapter 13 Physical & cognitive in Late

Read: 3 hrs.

Write: 2 hrs.

Blog Response 4:


students.

14

Adulthood

Nov 16

Module 4:

Early and Middle

Adulthood



in Late Adulthood

Read: 3 hrs.

Write: 2 hrs.

Blog Response 4:


students.

Nov 23

Module 5:

Late Adulthood and

Dying & Death

Santrock, Chapter 15 Physical & cognitive

Development in Early

Adulthood

Read: 3 hrs.

Write: 2 hrs.

Blog Response 5:


Nov 30 Module 5:

Late Adulthood and

Dying & Death



in Early Adulthood

Read: 4 hrs.

Write: 2 hrs.

Blog Response 5:


students.

Dec 7 Module 5:

Late Adulthood and

Dying & Death

Santrock, Chapter 17 Dying, Death, & Grieving

Read: 3 hrs.

Write: 2 hrs.

Blog Response 5:


students.

Dec 12

FINAL EXAM

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COURSE SYLLABUS

Each Chapter Module can be studied at your own pace. However, the discussion board and exams for each module must be completed within the timeline designated in the syllabus. Be very mindful of the dates to ensure

that all work required is completed by the allotted time, no later. Submission to the discussion board after the

deadline will NOT BE ALLOWED, and the time within which the exams must be taken WILL NOT BE

EXTENDED. If all exams are not completed by Wednesday, December 16, 2015, the students final grade will be based on the work completed, which could result in a final grade of an F.

MODULE 1 Monday, August 31, 2015 Wednesday, September 23, 2015

FUNDAMENTALS and BEGINNINGS OF DEVELOPMENT

Chapter 1 Introduction to Developmental psychology

Chapter 2 Biological Beginnings

First Exam (chap 1 & 2)

Module 1 Discussion Board open Monday, August 31 Sunday, September 20 @ 11:59 pm EST Module 1 Exam open Thursday, September 17 Wednesday, September 23 @ 11:59 pm EST

MODULE 2 Thursday, September 24, 2015 Wednesday, October 14, 2015

INFANCY and EARLY CHILDHOOD

Chapter 3 Physical & Cognitive Development in Infancy

Chapter 4 Socioemotional Development in Infancy

Chapter 5 Physical & Cognitive Development in Early Childhood

Chapter 6 Socioemotional Development in Early Childhood

Second Exam (chap 3 6) Module 2 Discussion Board open Thursday, September 24 Sunday, October 11 @ 11:59 pm EST Module 2 Exam open Thursday, October 8 Wednesday, October 14 @ 11:59 pm EST

MODULE 3 Thursday, October 15, 2015 Wednesday, November 4, 2015

MIDDLE & LATE CHILDHOOD and ADOLESCENCE

Chapter 7 Physical & Cognitive Development in Middle/Late Childhood

Chapter 8 Socioemotional Development in Middle/Late Childhood

Chapter 9 Physical & Cognitive Development in Adolescence

Chapter 10 Socioemotional Development in Adolescence

Third Exam (chap 7 10) Module 3 Discussion Board open Thursday, October 15 Sunday, November 1 @ 11:59 pm EST Module 3 Exam open Thursday, October 29 Wednesday, November 4 @ 11:59 pm EST

MODULE 4 Thursday, November 5, 2015 Wednesday, November 25, 2015

EARLY and MIDDLE ADULTHOOD

Chapter 11 Physical & Cognitive Development in Early Adulthood

Chapter 12 Socioemotional Development in Early Adulthood

Chapter 13 Physical & Cognitive Development in Middle Adulthood

Chapter 14 Socioemotional Development in Middle Adulthood

Fourth Exam (chap 11 14) Module 4 Discussion Board open Thursday, November 5 Sunday, November 22 @ 11:59 pm EST Module 4 Exam open Thursday, November 19 Wednesday, November 25 @ 11:59 pm EST

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MODULE 5 Thursday, November 26, 2015 Wednesday, December 16, 2015

LATE ADULTHOOD and DEATH & DYING

Chapter 15 Physical & Cognitive Development in late Adulthood

Chapter 16 Socioemotional Development in late Adulthood

Chapter 17 Dying, Death, and Grieving

Fifth Exam (chap 15 17) Module 5 Discussion Board open Thursday, November 26 Sunday, December 13 @ 11:59 pm EST Module 5 Exam open Thursday, December 10 Wednesday, December 16 @ 11:59 pm EST

psy 201 online syllabus - fall 2015-3193

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