PSYCHOLOGY 2314 (CRN 87090) – Human Growth and Development: Lifespan
Sunday 2:00 PM-6:00 PM, 4-Hour Lecture (with breaks)
Spring – 2 nd Start Term (12wks)
Instructor:
joel.levy@hccs.edu
Telephone:
713-569-9948
WEEK NO. DAY
Joel K. Levy, Ph.D.
E-mail:
Office Hours: By Appointment (After Class)
COURSE CALENDAR
CHAPTER / MATERIAL TO BE COVERED / ACTIVITY
DATE
1
Sunday
2/12/2012
Syllabus, Introduction to Course; Chapter 1
2
Sunday
2/19
Chapters 2-3
3
Sunday
2/26
Chapter 4
4
Sunday
3/4
Chapter 5;
5
Sunday
3/11
Chapters 6-7
3/18
Spring Break – No Class
Test Review; Test 1 on Chapters 1-4
6
Sunday
3/25
Chapter 8-9
7
Sunday
4/1
Chapters 10; Test Review; Test 2 on Chapters 5-8
Sunday
4/8
Easter Sunday - No Class
Monday
4/9
Last Day for Administrative/ Student Withdrawals- 4:30pm
8
Sunday
4/15
Chapters 11; Test Review; Test 3 on Chapters 9-11
Paper due for return by end of semester with corrections
9
Sunday
4/22
Chapters 12-13
10
Sunday
4/29
Chapter 14; Test Review; Test 4 on Chapters 12-13
Last day for Paper due with no corrections
11
Sunday
5/6
Chapters 15-Epilogue
12
Sunday
5/13
FINAL EXAM (Chapters 14-Epilogue only)
The Instructor reserves the right to change this class schedule’s topics and test component chapters,
depending on the speed of coverage in the class. He will announce the changes in class. Please attend
every class.
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CLASSROOM SCHEDULE:
This is a “2 nd Start” course and, furthermore, is a one-session-a-week course. Therefore, the class – 2pm to
6pm – is a 4-hour block. That is a brutal schedule, test-wise and class sitting time-wise, so we are going to
break this up. Every hour, 10 minutes before the hour, there will be a 10-minute break. The course will be let
out at 10 minutes before 6pm, per HCC custom. On days when there will be tests, we will work on the
chapters for the day, and the last hour will be for the test.
There may be times when I must be absent, and a substitute will be arranged for the class.
CLASSROOM ACTIVITY:
The instructor will prepare lectures, demonstrations and learning exercises to cover each topic listed on the
schedule. There will also be group exercises, films and demonstrations. Read the assigned chapters prior to
class and come prepared to participate. There will be an opportunity for questions during class, and to review
tests items after they are graded. The material will reappear on the departmental comprehensive final exam.
REQUIRED TEXTBOOK & Study Guide/Chapter Objectives
Textbook: Berger, K.S. (2011). Invitation to the lifespan. First edition. New
York: Worth Publishing Company.
Textbook Companion Websites:
http://bcs.worthpublishers.com/bergerinvitels1e/
The Power Points in the following link are really for Lifespan even though it says Psyc 2317. They
are really for Psyc 2314:
CLASS ATTENDANCE:
It is important that you come to class! Attending class regularly is the best way to succeed in this class.
Research has shown that the single most important factor in student success is attendance. Simply put, going
to class greatly increases your ability to succeed. You are expected to attend all lecture and labs regularly. You
are responsible for materials covered during your absences.
Class attendance is recorded each session. Although it is your responsibility to drop a course for
nonattendance, the instructor has the authority to drop you for excessive absences. If you are not attending
class, you are not having the information reinforced for you. As the information that is discussed in class is
important for your career, students may be dropped from a course after accumulating absences in excess of
12.5% of hours of instruction (college rule). The six hours of class time would include any total classes
missed or for excessive tardiness or leaving class early.
Your instructor is NOT required to notify you prior to completing the drop. If you have missed more than
12.5% of the hours of instruction, you will need to check with the instructor to see if you have been dropped.
You may decide NOT to come to class for whatever reason. As an adult making the decision not to attend, you
do not have to notify the instructor prior to missing a class. However, please email the instructor WHY you
have missed the class, afterward. The computerized class attendance form asks for reasons for missing
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(e.g., sick, religious observance, etc.). If you would please let me know the reason for missing, I can
enter this in, and that way, there can be excused absences.
Now, if you are absent too many times, you may find that you have “been left in the dust” in the class, and it
would be hard to catch up. Poor attendance records tend to correlate with poor grades. Moreover, if you miss
any class, including the first week, you are responsible for all material missed. It is a good idea to find a
friend or a buddy in class who would be willing to share class notes or discussions or be able to hand in your
paper if you unavoidably miss a class.
Class attendance leads to class success.
INSTRUCTIONAL METHODS:
As a professor, I want my students to be successful. I feel that it is my responsibility to provide you with
knowledge concerning psychology and human development that will allow you to connect the information
that you learn in this course to the real world. As a student wanting to learn about the field of human
development, it is your responsibility to read the textbook and other assigned readings prior to coming to
class, submit assignments on the due dates, study for the exams, participate in classroom activities, attend
class, exhibit the behaviors of an engaged student, and enjoy yourself while experiencing the real world of
psychology and human development. As I believe that engaging the students in the learning process is
essential for teaching to be effective, you should be spending the majority of class time involved in
collaborative activities. You should be involved in discussions with your classmates and your professor.
You will demonstrate the behaviors of an engaged student by answering questions in class, contributing to
classroom discussions, all the while enhancing your learning experience. As you will want to contribute to
these discussions, you will need to come to class prepared to discuss, analyze and evaluate information from
your text and other assigned readings.
PROFESSOR REQUIREMENTS:
As your professor, it is my responsibility to:
Provide the grading scale and detailed grading formula explaining how student grades are to be derived;
Facilitate an effective learning environment through class activities, discussions, and lectures;
Description of any special projects or assignments;
Inform students of policies such as attendance, withdrawal, tardiness and make-up activities;
Provide the course outline and class calendar which will include a description of any special projects or
assignments;
Arrange to meet with individual students before and after class as required;
STUDENT REQUIREMENTS:
To be successful in this class, it is the student’s responsibility to:
 Attend class and participate in class discussions and activities;
 Read and comprehend the textbook;
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 Complete the required assignments and exams;
 Ask for help when there is a question or problem;
 Keep copies of all paperwork, including this syllabus, handouts (of any), and all assignments.
EVALUATION AND GRADES:
TESTING:
The 4 multiple-choice tests and the Final will consist of 50 - 80 multiple-choice items. These will be base on
readings right out of the text, but you should come to class and listen because there might be EMPHASIS on
parts of the text that will be on the tests.
You will need to purchase and bring your own Scantron®s to class for every exam. Bring your own #2
pencil (or a mechanical pencil with HB leads) and a good eraser (the white ones work the best) to the
exam, and erase changes completely. Don't count on grades being changed due to poor erasures after your
exam is graded.
Plan to take all exams. THERE ARE NO MAKE-UP EXAMS PROVIDED, with the
exception of very drastic circumstances or emergencies determined by ME.
The one test that will be dropped will be any MISSED EXAM or ONES THAT RECEIVE A “0” or one that
you made the lowest of the grades in. The FINAL EXAM grade will NOT be dropped.
There is a Written Assignment: A Research Paper:
1.3.
The research paper must follow these very specific guidelines.
1.
You must select a topic which is discussed in your text. Try to choose one that interests you or
that relates to your own life. You must inform me of your topic by 3/4/2012 .
2.
You must consult and utilize at least three outside references. These references must be
professional publications (books written by professionals or journals listed in Psychological
Abstracts). Popular magazines or books written by non-professionals will NOT be acceptable
as references (e.g. you may not use such documents as Time, Reader's Digest, or laymen's
books). Scientific publications online must be referenced properly using the APA style (see No.
4 below).
Your textbook MUST be referenced in the paper. There are NO exceptions. This is the
EASY requirement! Papers not referencing the text in the body of the paper will receive a “0.”
4.
You must use APA referencing style, see website for example(s).
5.
You must submit the paper online to my email address: joel.levy@hccs.edu. Any paper submitted on
paper may not be graded in time to get feedback to you.
6.
The paper should be three (3) pages long, not including the reference page. If you turn it in by
4/11/12 I will return it to you with feedback. You can make corrections and turn it in for a final
grade by 4/29/2012 . The Final Due Date is _4/29/2012_. Papers will lose 50 points per day
after this date.

Typing the required number of pages, double-spaced;

Using 12 pt (no larger or smaller) Arial or Roman Font;

Using one-inch margins all around.
7.
Your paper should have the following five sections:
A.
Abstract: An abstract is a brief, comprehensive summary in your own words of the
contents of the article; it allows readers to survey the contents of an article quickly. A
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good abstract is accurate, self-contained, concise, non-evaluative, coherent, and
readable. (15% of assignment grade).
B.
Introduction: This section will state why the topic you are writing about is an important
one. Define key terms. This part of your paper should only be a couple of paragraphs
long, a page at most. In your own words (5%)
C.
Main Body: This is where you state what you found in the literature. Discuss the
methods and results of the studies about which you read. The paper should also
demonstrate evidence of critical thinking. This can be done in the form of analysis,
comparisons between references, evaluation or discussions of problems in the research.
In your own words (General content = 30%; Critical thinking = 20%)
D.
Summary/Conclusion: (5%)
E.
References: List the sources you used in the paper, alphabetically by author, using
the APA style of references. There should be at least three sources included PLUS
your textbook. Any source listed here must have been mentioned in the paper itself and
all sources mentioned in the paper must be listed here. For more information, consult
the Publication Manual of the American Psychological Association (4th Edition).
(References = 20%, APA style = 5%)
8.
Write in a coherent, clear, and readable manner: your writing should be clear and easy
to
understand. Here is a website that will help you to determine if your writing is easy to
read:
http://www.guilford.edu/about_guilford/services_and_administration/writing
/style/fog.html.
9.
Use correct grammar and spelling; Here is a website that will help you with grammar
and
writing: http://owl.english.purdue.edu/;
10.
Use complete sentences;
11.
Using paragraphs;
12.
DO NOT PLAGIARIZE, EVEN BY ACCIDENT. If you make a direct quote from the
source, footnote it.
GENERAL RULE: If you copy anything (examples, anything) from any source and don't give credit to
that source, by footnoting it or putting a number or letter by it and then referencing in a reference list,
it is assumed that what you are presenting are your own thoughts. This, however, is PLAGIARISM, an
offense serious enough to be kicked out of the class, or in the real world, fired, and possibly prosecuted.
This also applies to buying a research paper and turning it in as your own, even if you change the
wording. DON'T DO THIS, AND MAKE ME HAVE TO TAKE AN ACTION I DON'T WANT TO!
GRADING:
Your final grade will be calculated according to the following formula:
A.
Best 3 out of the first 4 multiple-choice tests (20% each or 60% total).
B.
Final Exam-multiple-choice (MAY NOT BE DROPPED) (20%)
C.
The self-selected topic writing assignment (20%).
.
D.
Final Averages will earn the following grades:
A = 90-100%
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B = 80-89%
C = 70-79%
D = 60-69%
F = Below 60%
E.
Incomplete Policy:
The grade "I" may be given at the discretion of the instructor if for some agreed upon reason the
student has missed an assignment. The student is responsible for contacting the instructor and
arranging to complete the work the following semester. An I will turn to an F automatically after one
regular semester.
CORE COMPETENCIES FOR HCC COURSES:
The college expects that college-educated students will have acquired the following core competencies:
Reading at the college level means having the ability to analyze and interpret a variety of printed materials,
books, and document. You Must read the assigned chapters as directed.
Writing at the college level means having the ability to produce clear, correct, and coherent prose adapted to
purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students
should also become familiar with the writing process, including how to discover a topic, how to develop and
organize it, and how to phrase it effectively for their audience.
Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language
appropriate to purpose, occasion, and audience.
Listening at the college level means the ability to analyze and interpret various forms of spoken
communication.
Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and
creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem
solving is one of the applications of critical thinking used to address an identified task.
Computer literacy at the college level means having the ability to use computer-based technology in
communicating, solving problems, and acquiring information. Core-educated students should have an
understanding of the limits, problems, and possibilities associated with the use of technology and should have
the tools necessary to evaluate and learn new technologies as they become available.
KEY CONCEPTS OR CORE DOMAINS FOR PSYC 2314
In addition to the Core Competencies, listed above for all HCC courses, this course has Key Concepts or Core
Domains as determined by the Psychology Department that students should be aware of:
Key Concepts for PSYC 2314:
Textbook: Berger, K.S. (2011). Invitation to the lifespan. First edition. New York: Worth Publishing
Company.
OBJECTIVES FOR SLO#1. Define and identify key concepts in multiple (5) areas of lifespan psychology
including concepts, facts and theoretical perspectives.
1.1. CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY
Define
 1.1.1. Developmental psychology
 1.1.2. Life-span perspective
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
1.1.3. Cohort effects
1.2. CORE DOMAIN 2: THE SYSTEMS APPROACH
Define
 1.2.1. The ecological-systems approach to the study of human development
 1.2.2. Epigenetic system’s theory
1.3. CORE DOMAIN 3: BIOSOCIAL DEVELOPMENT
Define
 1.3.1 Genes and chromosomes
 1.3.2. Dominant and recessive genes
 1.3.3. Behavioral genetics
 1.3.3. Stages of prenatal development
 1.3.4. Teratogens
 1.3.5. Prenatal Abnormalities
 1.3.6. Preterm and low birth weight
 1.3.7. Gerontology
 1.3.8. Menopause
 1.3.9. Changes in the sense organs during adulthood
 1.3.10. Ageism
 1.3.11. Gerontology
 1.3.12. Stages of dying
 1.3.13. Grief and bereavement
1.4. CORE DOMAIN 4: COGNITIVE DEVELOPMENT
Define
 1.4.1 Learning theory
 1.4.2 Piaget’s theory of cognitive development
 1.4.3 Vygotsky’s theory of cognitive development
 1.4.4 Characteristics of good schools
1.5 CORE DOMAIN 5: PSYCHOSOCIAL DEVELOPMENT
Define
 1.5.1. Freud’s Psychosexual theory
 1.5.2. Erikson’s theory
 1.5.3. Kinkeeper
 1.5.4. Activities of daily life
 1.5.5. Respite care
 1.5.6. Hospice
 1.5.7. Palliative care
 1.5.8. Living will
OBJECTIVES FOR SLO#2: Define and identify the basic research and evaluation
methods used in lifespan psychology, including the strengths and weaknesses of each
method.
2.1 CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY
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Define and identify
 2.1.1. Cross-sectional research method
 2.1.2. Longitudinal research method
 2.1.3. The basic steps of the scientific method
 2.1.4. Surveys and case studies, noting at least one advantage (or strength) and one disadvantage (or
weakness) of each
 2.1.5. Scientific observation as a research strategy, noting at least one advantage (or
 strength) and one disadvantage (or weakness).
 2.1.6. The components of an experiment, and discuss the main advantage of this
 research method
 2.1.7. Some of the ethical issues involved in conducting research with humans
OBJECTIVE FOR SLO#3: Demonstrate knowledge of and explain concepts related to
lifespan development.
3.1. CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY
Explain
 3.1.1. Differences among the major theoretical perspectives in lifespan psychology.
3.2. CORE DOMAIN 2: THE ECOLOGICAL-SYSTEMS APPROACH
 Describe
 3.2.1. The ecological-systems approach to the study of human development, and
 explain how this approach leads to an understanding of the overlapping contexts in
 which people develop.
3.3. CORE DOMAIN 3: BIOSOCIAL DEVELOPMENT
Explain
 3.3.1. Nature / nurture controversy
 3.3.2. Process of reproduction
 3.3.3. Multiple births
 3.3.4. Genetics research
 3.3.5. Genetic counseling
 3.3.6. Brain development
 3.3.7. SIDS
 3.3.8. Role of nutrition, including breastfeeding
 3.3.9. Role of exercise and its effects on preventing obesity
 3.3.10. Eating disorders
 3.3.11. Role of hormones in development during adolescence
 3.3.12. Puberty
 3.3.13. Changes in body image during adolescence
 3.3.14. Sexual behavior including STDs and decisions
 3.3.15. Teen pregnancy
 3.3.16. Factors that contribute to drug use and addiction
 3.3.17. Primary and secondary aging
 3.3.18. Osteoporosis
 3.3.19. Hormone replacement therapy (HRT)
 3.3.20. Variables affecting life expectancy
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

3.3.21. Theories of aging
3.3.22. Euthanasia and assisted suicide
3.4. CORE DOMAIN 4: COGNITIVE DEVELOPMENT
Explain
 3.4.1. Sensorimotor intelligence, including object permanence
 3.4.2. Preoperational thought
 3.4.3 Concrete operations
 3.4.4 Formal operational thinking
 3.4.5. Vygotsky’s theory
 3.4.6. Theories of language development
 3.4.7. Bilingualism and second language learners
 3.4.8. School related testing
 3.4.9. Mental retardation
 3.4.10. Learning disabilities and ADHD
 3.4.11. Metacognition and selective attention
 3.4.12. Information Processing theory
 3.4.13. Moral development
 3.4.14. Characteristics of good schools
 3.4.15. Working outside of school and its effects
 3.4.16. Senescence
 3.4.17. Psychological impact of attending college
 3.4.18. Post formal thought
 3.4.19. Fluid and crystallized intelligence and how each is affected by age
 3.4.20. Gardner’s view of multiple intelligences
 3.4.21. Dementia and Alzheimer’s disease
 3.4.22. Wisdom
3.5 CORE DOMAIN 5: PSYCHOSOCIAL DEVELOPMENT
Explain
 3.5.1. Temperament
 3.5.2. Attachment, including secure and insecure and the strange situation
 3.5.3. Prosocial and antisocial behavior
 3.5.3. Child care concerns
 3.5.4 Parenting styles
 3.5.5 Cross-cultural parenting
 3.5.6 Disciplining children
 3.5.7 effects of media
 3.5.8 Gender development theories
 3.5.9 Identity vs. role confusion
 3.5.10 Depression and suicide
 3.5.11 Challenges of adolescence
 3.5.12 Role of work in adult development
 3.5.13 Intimacy vs. isolation
 3.5.14 Generativity vs. stagnation
 3.5.15 Integrity vs. despair
 3.5.16 Social clock
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








3.5.17. Marital success
3.5.18. Divorce
3.5.19. Work and family issues in dual-income families, including role overload and role
buffering
3.5.20. Role of work in adult development
3.5.21. Midlife crisis
3.5.22. Sandwich generation
3.5.23. partner abuse
3.5.24. violent behavior of males
3.5.25. Activity theory vs. disengagement theory
OBJECTIVES FOR SLO#4: Apply lifespan psychological concepts to the solutions of
current issues and problems, such as, ethics, parenting, discipline, divorce, midlife
crisis, dual-income families, aging and /or evaluation of presentations.
CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY
Students will interpret
 4.1.1. Psychological research on the basis of ethical standards.
4.2. CORE DOMAIN 2: BIOSOCIAL DEVELOPMENT
Students will apply
 4.2.1. Principles of Lifespan Psychology to relate to problems of biosocial development,
 such as, factors that contribute to drug use and addiction
4.3. CORE DOMAIN 3: COGNITIVE DEVELOPMENT
Students will apply
 4.3.1. Postformal thought to address the problem of a moral dilemma, such as, cheating
 in schools
4.4. CORE DOMAIN 4: PSYCHOSOCIAL DEVELOPMENT
Students will apply
 4.4.1. Principles of Lifespan Psychology to interpreting social problems (including
 rejection, peer pressure & bullying)
HCC GENERAL POLICY STATEMENTS:
HCCS MISSION STATEMENT:
The Houston Community College System is an open-admission, public institution of higher education offering
associate degrees, certificates, academic preparation, workforce training, and lifelong learning opportunities
that prepare individuals in our diverse communities for life and work in an increasingly international and
technological society. HCCS will provide affordable and accessible education, university transfer and general
education, workforce development, customized training, continuing education, adult literacy and
developmental programs, personal enrichment opportunities, comprehensive student support services, and an
environment conducive to learning.
HCC POLICY STATEMENT ON ADA
Services to Students with Disabilities:
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Students who require reasonable accommodations for disabilities are encouraged to report to Dr. Becky Hauri,
ADA Counselor, at 713.718.7910 to make necessary arrangements. Faculty is only authorized to provide
accommodations by the Disability Support Service Office
HCC POLICY STATEMENT ON ACADEMIC HONESTY
A student who is academically dishonest is, by definition, not showing that the coursework has been learned,
and that student is claiming an advantage not available to other students. The instructor is responsible for
measuring each student's individual achievements and also for ensuring that all students compete on a level
playing field. Thus, in our system, the professor has teaching, grading, and enforcement roles. You are
expected to be familiar with the HCC's Policy on Academic Honesty, found in the catalog. What that means
is: If you are charged with an offense, pleading ignorance of the rules will not help you. Students are
responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties
and/or disciplinary proceedings may be initiated by College System officials against a student accused of
scholastic dishonesty. “Scholastic dishonesty”: includes, but is not limited to:
Cheating on a test,
Plagiarism, and
Collusion.
A first academic dishonesty offense will result in a zero on the test or assignment and may result in a zero for
the course. The second academic dishonesty offense will result in a zero for the course. Students caught
cheating on a test will surrender their tests, Scantron®s, and any other testing materials and will leave the
classroom. If students refuse to leave the classroom when asked to do so, an HCC police officer will be called
to escort the students out of the classroom.
Cheating on a test includes:
 Copying from another students’ test paper;
 Using materials not authorized by the person giving the test;
 Collaborating with another student during a test without authorization;
 Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of a
test that has not been administered;
 Bribing another person to obtain a test that is to be administered.
Plagiarism means:
The appropriation of another’s work and the unacknowledged incorporation of that work in one’s own written
work offered for credit.
To learn how to avoid plagiarism, visit this site: http://owl.english.purdue.edu/owl/resource/589/01/
Collusion means:
The unauthorized collaboration with another person in preparing written work offered for credit.
Possible punishments for academic dishonesty may include a grade of 0 or F in the particular assignment,
failure in the course, and/or recommendation for probation or dismissal from the College System. (See the
Student Handbook)
HCC POLICY STATEMENT ON COURSE EVALUATION:
Evaluation for Greater Learning Student Survey System (EGLS3): At Houston Community College,
professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a
designated time (at the end of the semester), you will be asked to answer a short online survey of researchbased questions related to instruction. The anonymous results of the survey will be made available to your
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professors and division chairs for continual improvement of instruction. Look for the survey as part of the
Houston Community College Student System online near the end of the term.
HCC POLICY STATEMENT ON COURSE WITHDRAWAL:
If you feel that you cannot complete this course, you will need to withdraw from the course prior to the final
date of withdrawal. Before you withdraw from your course; please take the time to meet with the instructor to
discuss why you feel it is necessary to do so. The instructor may be able to provide you with suggestions that
would enable you to complete the course. Your success is very important.
Beginning in fall 2007, the Texas Legislature passed a law limiting first-time entering freshmen to no more
than SIX total course withdrawals throughout their educational career in obtaining a certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an Early Alert process by
which your professor may “alert” you and HCC counselors that you might fail a class because of excessive
absences and/or poor academic performance. It is your responsibility to visit with your professor or a
counselor to learn about what, if any, HCC interventions might be available to assist you – online tutoring,
child care, financial aid, job placement, etc. – to stay in class and improve your academic performance.
If you still plan on withdrawing from your class, you MUST go to the PeopleSoft Registration site and fill out
the online forms prior to the withdrawal deadline () to receive a “W” on your transcript. Final withdrawal
deadlines vary each semester and/or depending on class length, please visit the online registration calendars,
HCC schedule of classes and catalog, any HCC Registration Office, or any HCC counselor to determine class
withdrawal deadlines.” If you do not withdraw before the deadline, you will receive the grade that you are
making in the class as your final grade.
Attendance: You MUST visit with a faculty advisor, a counselor or on-line student services at:
http://studentservicesonline.hccs.edu/ prior to withdrawing (dropping) the class and this must be done prior to
the official drop date to receive a “W” on your transcript. After that deadline, you will receive the grade you
earn in the class (including 0’s on all missing assignments). Because a counselor or your instructor must
process the paperwork for the drop (you cannot drop yourself), please allow adequate time before the drop
date for them to do this. (Last date to withdraw is 3/29/ 2012).
HCC POLICY STATEMENT ON REPEAT COURSE FEES:
The State of Texas encourages students to complete college without having to repeat failed classes. To
increase student success, students who repeat the same course more than twice, are required to pay extra
tuition. The purpose of this extra tuition fee is to encourage students to pass their courses and to graduate.
Effective fall 2006, HCC will charge a higher tuition rate to students registering the third or subsequent time
for a course. If you are considering course withdrawal because you are not earning passing grades, confer with
your instructor/counselor as early as possible about your study habits, reading and writing homework, test
taking skills, attendance, course participation, and opportunities for tutoring or other assistance that might be
available.
NOTICE: Students who repeat a course for a third or more times will face significant tuition/fee increases at
HCC and other Texas public colleges and universities. Please ask your instructor / counselor about
opportunities for tutoring/ other assistance prior to considering course withdrawal or if you are not receiving
passing grades. In addition, in 2007, the Texas Legislature passed a law limiting new students (those starting
college in fall 2007) to no more than six total course withdrawals throughout their academic career in
obtaining a baccalaureate degree. There may be future penalties imposed.
HCC POLICY STATEMENT ON SEXUAL HARRASSMENT:
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It is a violation of HCC policy for an employee, agent, or student of the College to engage in sexual
harassment as defined in the Equal Employment Opportunity Commission (EEOC) guidelines. Any student
who has a complaint concerning this policy has the opportunity to seek resolution of such a complaint in
accordance with procedures set forth in the Student Handbook. Report any complaints immediately to College
Administration or call the Institutional Equity &Compliance Office 713.718.8271
HCC POLICY STATEMENT ON CLASSROOM BEHAVIOR:
As your instructor and as a student in this class, it is our shared responsibility to develop and maintain a
positive learning environment for everyone. Your instructor takes this responsibility very seriously and will
inform members of the class if their behavior makes it difficult for him/her to carry out this task. As a fellow
learner, you are asked to respect the learning needs of your classmates and assist your instructor achieve this
critical goal.
Students who disrupt the class in any way will be asked to leave the classroom for that class period. This will
include using a cell phone or any other electronic device that makes a sound. If students refuse to leave the
classroom when asked to do so, an HCC police officer will be called to escort the students out of the
classroom.
HCC POLICY STATEMENT ON USE OF CELL PHONES:
To show your respect for your fellow students and professor, you must turn off your phone in the
classroom. Since using your phone (i.e., looking at your phone, answering your phone, making a call, and
texting), is distracting, you will show your respect for your fellow students and your professor by making
sure to turn your phone off prior to coming into the classroom.
DR. LEVY'S POLICY STATEMENT ON USE OF LAPTOP:
As a student active in the learning community of this course, it is your responsibility to be respectful of the
learning atmosphere in your classroom. To show respect for your fellow students and professor, you may use
your laptop to take notes or access online supplemental material for the course. You must not use the
computer in the classroom to email, text, instant message, as you would with a cell phone, and you must
not use the computer for anything not related to taking the class.
HCC POLICY STATEMENT ON USE OF CAMERA AND/OR RECORDING DEVICES:
As a student active in the learning community of this course, it is your responsibility to be respectful of the
learning atmosphere in your classroom. To show respect for your fellow students and professor, you will turn
off your phone and other electronic devices, and will not use these devices in the classroom unless you receive
permission from the professor. Use of recording devices, including camera phones and recorders, is
prohibited in classrooms, laboratories, faculty offices, and other locations where instruction, tutoring,
or testing occurs (college rule). Students with disabilities who need to use a recording device as a reasonable
accommodation should contact the Office for Students with Disabilities for information regarding
reasonable accommodations.
HCC POLICY STATEMENT ON CHILDREN ON CAMPUS AND IN CLASSROOMS:
We love your children and understand that parents often face childcare problems. However, the campus is a
workplace, and the purpose of our presence here is the business of education. Therefore, we cannot allow
children in college classrooms or unattended children on campus. We ask for your cooperation in adhering to
this policy.
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