1
Course number: PSYC 2314
Course title: Developmental Psychology
Semester hours: 3
Foundational Component Area
1. The course “focuses on the application of empirical and scientific methods that contribute to the
understanding of what makes us human.”
The course describes that developmental psychology is the scientific study of physical, cognitive,
personality and interpersonal development of a person from conception to the end of the life cycle,
with an emphasis on developmental principles and tasks.
The course describes how psychologists use the scientific method when studying various facets of
human development throughout the life course.
The course identifies theorists and theories in development and compares/contrasts their associated
theoretical and historical contributions.
The course explains psychological research methods, including observation, experimentation, clinical
assessments, longitudinal, and cross-sequential research.
The course explains the following concepts: theory, cause vs. correlation, independent variable,
dependent variable, reliability, validity, cohort group, and control group.
The course expects students to demonstrate, through tests, an essay, or research project, an
understanding of scientific inquiry and information gathering in order to try and predict or explain
human development, thoughts, emotions, and behavior throughout the life course.
The course discusses seminal scientific experiments and studies which have led to knowledge regarding
human development and behavior. This includes an examination of research ethics involved when
using human or animal subjects.
2. The course “involves the exploration of behavior and interactions among individuals, groups,
institutions, and events, examining their impact on the individual, society, and culture.”
The course discusses biological, psychological, cognitive, sociocultural, and environmental
factors/dimensions which impact human development and behavior throughout the life course and
around the world.
2
Core Objectives
A. Critical Thinking – Aspect 2: “Students will demonstrate effective inquiry strategies.”
Creative inquiry is encouraged as students are challenged to understand abstract concepts such as
perception, motivation, personality, self-esteem, memory, consciousness, and intelligence from a
developmental perspective.
The complexity and diversity of the human organism and of human behavior also requires a level of
creative thinking and in-depth inquiry as fields such as genetic testing and neuropsychology continue to
expand into new territory.
When addressing developmental psychopathologies, the course teaches a variety of disorders and
techniques which students may select from in order to determine which techniques may be effective in
diverse, dynamic situations.
Students will develop effective inquiry strategies by learning to select an appropriate movie, i.e., with
psychological content, to review and identifying the type of psychological content incorporated into the
movie (see Appendix A). Additionally, students will develop inquiry strategies by creating a
psychological experiment (see Appendix B), creating a research presentation (see Appendix D), or by
participating in a reinforcement schedule exercise accompanied by experiment creation (see Appendix E).
B. Critical Thinking – Aspect 3: “Students will analyze information effectively.”
In addition to the above (Critical Thinking Aspects #2), students are encouraged to analyze and gain an
understanding of historical, biological, psychological, and sociocultural dimensions of development
across the lifespan, dimensions which can simultaneously influence human thought, emotion, and
behavior. The course teaches various therapeutic therapies to be considered when addressing individual
issues and/or psychopathologies related to development, and to analyze stages of life and how certain
stages impact other stages.
Students will successfully develop information analysis skills by analyzing the content and conclusions of
a recent peer-reviewed article related to the field of developmental psychology (see Appendix C).
Students will also develop these skills through the analysis of the psychological content of a movie (See
Appendix A), creation of an experiment relying on analysis of the topic involved (see Appendix B),
completion of a research presentation requiring the analysis of a major topic in the field of developmental
psychology (see Appendix D), analysis of different reinforcement schedules and creation of a related
experiment (see Appendix E), or through analysis of constructs related to statistics (see Appendix F).
C. Critical Thinking – Aspect 4: “Students will evaluate information effectively.”
In addition to the above (Critical Thinking Aspects #2 & #3), students are encouraged to evaluate the
quality and conclusions of the research to which they are exposed, which can simultaneously influence
human thought, emotion, and behavior. Students also learn the strengths, weaknesses, and importance of
evaluating the effectiveness of development-based theories and therapies from diverse theoretical
perspectives.
Students evaluative development will be assessed through the creation of an experiment requiring the
development of appropriate conclusions drawn from their research (see Appendix B). Students will also
develop evaluative thinking skills through drawing conclusions related to a movie with psychological
content (see Appendix A), conclusions drawn from an analysis of an article from a psychological journal
(see Appendix C), evaluation of a major developmental psychological topic researched for a presentation
(see Appendix D), evaluation of different reinforcement schedules and creation of a related experiment
3
(see Appendix E), or through evaluation of conclusions drawn from experiments utilizing basic statistical
procedures (see Appendix F).
D. Communication – Aspect 1: “Students will demonstrate effective development, interpretation, and
expression of ideas through written communication.”
The course includes tests, application exercises, discussions, and written components in the form of essay
questions, a research paper, an article review, or meditative writing exercises over topics related to
developmental psychology.
Students will develop effective written communication skills through a variety of written assignments
designed to help students improve their abilities for expressing ideas in written form (see Appendices A,
B, & C). Students will also improve their written communication skills through the construction of a
presentation on a topic in developmental psychology (see Appendix D), or written assignments related to
class activities about reinforcement schedules (see Appendix E) or statistical procedures (see Appendix F).
E. Empirical and Quantitative Skills – Aspect 1: “Students will demonstrate effective manipulation of
numerical data or observable facts.”
The course explains the process of creating experiments and gathering data in order to reach informed
scientific conclusions. Differences between descriptive statistics and inferential statistics is discussed.
Students will develop the ability to manipulate numerical data or observable facts through the creation of
an experiment requiring students to develop their own research question and variables (see Appendix B).
These skills may additionally be taught through the manipulation of variables related to reinforcement
schedules (see Appendix E), or through the manipulation of variables on an assignment about basic
statistical concepts (see Appendix F).
F. Empirical and Quantitative Skills – Aspect 2: “Students will demonstrate effective analysis of
numerical data or observable facts.”
In conjunction with Empirical and Quantitative Skills Aspect #1 above, misleading impressions and
statistics are also discussed, as well as the process of analyzing observed or numerical data using basic
statistical procedures.
Students are expected to learn to analyze numerical data and observable facts, and may do so by reading
and reviewing a variety of recently published, peer-reviewed, psychological articles requiring that
students encounter statistical concepts and scientific observations recently undertaken in the field of
psychology (see Appendix C). Students will also develop these analytical skills through the creation of an
experiment requiring the analysis of their variables and results (see Appendix B), through the analysis of
data related to reinforcement schedules (see Appendix E), or through the use and analysis of basic
statistical or observational data (see Appendix F).
G. Empirical and Quantitative Skills – Aspect 3: “Students will demonstrate effective use of numerical
data or observable facts to reach informed conclusions.”
In conjunction with Empirical and Quantitative Skills Aspects #1 & #2 above, students are also
encouraged to question and critique the reliability and validity of numerical data from various sources.
Challenges are discussed related to the overall complexity and diversity of human thought, emotions, and
behavior, and the ethics of collecting and manipulating data is a key focus in this class.
Throughout the semester, students will be exposed to a variety of psychological studies with a variety of
results, each making many different claims from their results. The students’ ability to use and draw
conclusions from data will develop throughout the semester, and will be evaluated by students’
4
construction of an experiment, requiring a discussion of their results (see Appendix B), through a review
of several peer-reviewed articles from the field of developmental psychology, requiring evaluation of
conclusions drawn from the statistical and/or observational findings reported in these articles (see
Appendix C), development of a research presentation requiring the evaluation of the quality of research
conclusions within a major area of study in the field of developmental psychology (see Appendix D),
through conclusions reached by the analysis of data related to reinforcement schedules (see Appendix E),
or through conclusions drawn from the use and analysis of basic statistical or observational data (see
Appendix F).
H. Social Responsibility – Aspect 1: “Students will demonstrate intercultural competence.”
The course teaches, and students must demonstrate, an understanding of ethical issues involved in human
and animal research. Students must demonstrate an understanding of deception by researchers, informed
consent, and patient/client rights. The course discusses variations in human development in which
genetics, hormones, sex/gender, race/ethnicity, sociocultural environment, and stage of life may be
contributing factors, as well as the importance of taking these and other demographic variables into
account when conducting and interpreting psychological research. The course discusses global differences
in human longevity, fertility, mortality, and psychological disorders
Students will study a multiplicity of developmental psychology research and theories which will aid in the
further development of intercultural competence. Students may be conducting research for a presentation
which would include specific emphasis on systemic theories related to cultural development
(Bronfenbrenner) or processes related to aging and death (Levenson, Kübler-Ross), or that necessitate the
inclusion of information related to genetics, hormones, sex/gender, race/ethnicity, culture, or generational
age/stage of life (see Appendix D). Students may also analyze movies with psychological context, which
necessitates an analysis of cultural components within the movie (see Appendix A), create an experiment
requiring the identification of characteristics, including cultural/demographic characteristics, which may
have influenced their results (see Appendix B), or students may conduct article reviews requiring that
they account for the effect of cultural/demographic variables on the research outcomes (see Appendix C).
I. Social Responsibility – Aspect 3: “Students will demonstrate the ability to engage effectively in
regional, national and global communities.”
In addition to Social Responsibility Aspect #1 above, students will be exposed to and analyze
psychological research from around the world, as well as be introduced to and investigate a wide variety
of variables from different societies and cultures.
Students will demonstrate over the course of the semester the ability to engage effectively in regional,
national, or global communities. Students will accomplish this by encountering several topics throughout
the history of psychology which necessitates that they reconsider their perspectives on the impact of
genetics & hormones, sex/gender, race/ethnicity, sociocultural environment, generational age, etc., e.g.,
Tuskegee syphilis study, eugenics movement in the early history of psychology. The ability to engage
with various communities may be demonstrated by students’ ability to analyze a movie with sensitivity
toward cultural issues (see Appendix A), creation of an experiment taking into consideration necessary
ethical considerations and consequences (see Appendix B), demonstration of cultural sensitivity
throughout the process of reviewing psychological articles and the influence of regional, national, and
global communities on peer-reviewed articles in the field of developmental psychology (see Appendix C),
or through the development of a research project requiring that the students interact with the regional
community (e.g., library, peers), as well as interact with the intellectual history of a variety of national
and global communities (see Appendix D).
5
Appendix A.
RESEARCH PROJECT
PSYCHOLOGY 2314
Due Date:
This project is intended to motivate the psychology student to seek out a topic in
psychology and analyze how it is developed in current media. It is common for psychological
topics to be the focus of popular movies, television programs and/or literary venues.
To complete this project:
1. The student should select and research a psychological topic, watch and/or
read one of the types of media mentioned and then write a one page essay explaining how the
topic was handled through the medium selected.
2. The student should include a separate page, which summarizes the story line,
and the textbook should be used to research a base of information about the topic. The text
pages should be cited below the media summary. Additional scholarly sources may be used, but
must be cited.
Below are some suggestions to consider. If in doubt about a topic, don't hesitate to email a note
to the instructor at:
"Mystic River"
Child Abuse
"No Reservations"
Grief
"Love Happens"
Depression/Grief
"Dan in Real Life"
Grief Recovery
"The Mirror Has Two Faces"
Self-Esteem
"Step Up"
Motivation/ Self-Actualization
There are many more possibilities, so don't hesitate to find something that is interesting and
intriguing.
The final paper should be typed in size 12 font with a cover page including the name, date and a
title for the essay.
6
Appendix B.
RESEARCH PROJECT
DEVELOPMENTAL PSYCHOLOGY
1. Select a topic related to one of the following, or another topic related to developmental
psychology.
sleep
studying
stress
learning
testing
motivation
2. Formulate a hypothesis. Design a *simple research method to prove and/or gather data
proving your hypothesis. A survey or case study would be best.
3. If doing a survey, decide on an appropriate sample. It should include at least 15 people. If
doing a case study make sure the person understands what you want to do ahead of time and
trusts you implicitly with confidentiality.
4. Summarize results in a one to two page essay. You are encouraged to use a chart or graph.
5. Put all data collected, notes, etc. on the right side of a pocket folder. Put the essay on the left
side. Turn the folder in, with the completed assignment, on [date] at the beginning of class.
Answer the following questions in the essay:
Did your study prove or disprove your hypothesis?
What questions did you ask?
Why did you design the study as you did?
Was there any bias involved in the study?
Did environment influence your results?
Was your sample a random sample? Was it large? Small? How old were the participants? Did
age have an effect?
Were there any ethical dilemmas involved in the study?
What other characteristics influenced your study?
Were your results valid? Were they reliable?
*The instructor recommends polling subjects with questions designed to provide support,
contrast or opinions about your hypothesis. Observing subjects in their natural environment
would be another simple research method.
7
SAMPLE ONE:
Hypothesis: The older a person is, the less likely they are to remember his/her dreams.
Questions:
1. How old are you?
2. Do you remember any dreams in the last week? The last 2 weeks? The
last month?
Ask three people from each age group:
4 years to 10 years
11 years to 17 years
18 years to 30 years
30 years to 50 years
50 years and above
SAMPLE TWO:
Hypothesis: Caffeine improves academic performance.
Questions:
Did you drink caffeine this morning? Yes or No
On a scale of 1 to 10 rate each of the following, with 10 being high.
How alert do you feel?
Do you feel you are performing well at your job today?
How do you perform when you do not drink caffeine?
Ask 15 different working students/adults around 10:00 a.m.
8
Appendix C.
Article Review Assignment
Article Reviews: Several articles will be posted under the Lessons tab in Angel. Over the course
of the semester, you will choose 5 articles to write a 2-3 page, typed, and double-spaced review
for each article, not including cover page and reference page. Reviews are to be written in APA
format. Be sure to cite any references used, including the article itself. Please be aware that your
reviews need to cover the entire article, and keep the same basic structure, i.e., Introduction,
History/Literature Review, Methodology, Results, Discussion, and Limitations/Conclusion. An
abstract is not needed for this review. Also, be sure to include what you think may be the biases
of the author and the effects of these biases on the study, as well as any demographic/cultural
effects. Be sure to discuss the contribution of the research to the field of developmental
psychology. You may agree or disagree with the author, explain or expand upon what you read,
or indicate that you do not believe you understood what you read. In this last case, please attempt
to explain what you thought were the results and biases of the article. Your reviews must be
turned in at the beginning of class on the due dates listed on the calendar. Your grade will be
based on a total of 5 article reviews for a total of 20%. This means that up to four percent of your
overall grade in the class will be deducted for every article review which is not completed,
including reviews less than a two full pages. No extra credit will be given for writing more than
5 reviews or more than 2-3 pages, and no late reviews will be accepted.
Article reviews will be returned in a timely manner such that students can correct mistakes and
progress in their ability to read and review scholarly material in APA format from one
assignment to the next.
9
Appendix D.
Research Presentation Assignment
Research Presentation: With your research partner(s), create a research presentation discussing
your research topic and the key people involved in with the topic. You must have the following:
a minimum of 15 PowerPoint slides (not including cover page and works cited page) focusing
mainly on the primary aspects of the research, movement, and/or perspectives regarding
your topic in developmental psychology. You should also include some brief cultural,
historical, and biographical information to contextualize your subjects’ work, if your
presentation involves specific figures in psychology. You are required to present your research
with your research partner(s) on the date specified. This presentation should be at least 45
minutes in length and should include appropriate videos. Your group may include interactive
components for the class, and should be prepared to answer questions after the presentation.
Your research presentation will be due during class on the date specified for your subject
on the calendar above. Failing to meet the minimum requirements of 15 slides and 45 minutes
will result in a grade reduction. Your presentation should not utilize more than 15 minutes of
video. Each group is responsible for bringing one copy of the handout of their presentation slides
for the instructor, with all group members names, as well as each member’s contribution clearly
indicated on each page of the handout. Be sure to cite (throughout your presentation) all
reference materials used!!! Make sure your slides are intelligible and your font is not too
small!!! If you fail to show up for your presentation, then you will receive a grade of 0, despite
the amount of work contributed.
10
Sample Presentation Topics – Developmental Psychology
(other topics used in other classes)
Rousseau, Locke, & Modern Nature/Nurture Debate
Language Acquisition & Development – Jerome Bruner & Noam Chomsky
Temperament - A. Thomas & S. Chess, James Kagan
John Bowlby – Attachment & Mary Ainsworth - Strange Situation
Systemic Theories of Psychology – Urie Bronfenbrenner, Gilbert Gottlieb
DSM Structure and Major Developmental Disorders
Piaget & Kohlberg - Moral Development
Elizabeth Kubler-Ross - Stages of Dying
Daniel Levinson - Adult Development
11
Group Presentation Self-Evaluation Form
Student Name:
Date:
Group Topic:
Evaluation Key:
1
2
3
4
5
Not Acceptable
Weak
Satisfactory
Good
Excellent
Using the scale above, please rate your group’s debate presentation on the following dimensions:
1. Presentation of Ideas – Comprehension & Clarity:
Comments:
1
2
3
4
5
2. Explanation of Key Concepts – Comprehensiveness:
Comments:
1
2
3
4
5
3. Professionalism – Delivery & Response to Questions:
Comments:
1
2
3
4
5
4. Teamwork – Integration of Members’ Contributions:
Comments:
1
2
3
4
5
5. PowerPoint – Achieved Requirements & Visual Clarity: 1
Comments:
2
3
4
5
Using the scale above, please rate each of your group member’s individual contribution to this
project. 1-Little to no contribution – 3-Moderate contribution – 5-Excellent contribution
1. Self:
_____________________________:
1
2
3
4
5
2. Name: _____________________________:
1
2
3
4
5
3. Name: _____________________________:
1
2
3
4
5
4. Name: _____________________________:
1
2
3
4
5
5. Name: _____________________________:
1
2
3
4
5
6. Name: _____________________________:
1
2
3
4
5
12
Appendix E.
Schedules of Reinforcement
1.
2.
3.
After introduction to the material via lecture or discussion, students will be able
to define four schedules of reinforcement (fixed & variable ratios as well as fixed &
variable intervals).
Students will also be able to explain the four schedules of reinforcement in
relationship to behavior change.
Students will be able to apply one of the four schedules of reinforcement to a change
in behavior.
ASSIGNMENT:
Test question (or questions) will address the schedules of reinforcement. (this can
also be used as a pre-post question(s).
Students will be expected to either complete an experiment using one or more of the
schedules of reinforcement or to create a hypothetical experiment using one or more
of these schedules. Students must be able to show an understanding of all four
schedules of reinforcement as well as their use and application to behavior change.
The following rubric is suggested:
No credit-makes schedule errors; is unable to explain schedule (s); does not make
schedule(s) application.
Partial Credit-few schedule errors: errors in explanation of schedule(s); partial
application to behavior change.
Meets Expectations-no schedule errors; able to explain schedules; applies schedule(s) to
behavior change.
Exceeds Expectations-schedule(s) is/ are clearly, concisely presented; elaborates on
schedule explanation; shows insight and thoughtfulness in the application of schedule(s)
to behavior change.
13
Appendix F.
Empirical & Quantitative Skills Assignment:
1.
2.
3.
Students will be able to calculate the mean, median and mode.
Students will be able to demonstrate explanations of the mean, median, and mode.
Students will be able to use the mean, median, and mode in order to draw informed
conclusions as to the meaning of these statistical terms.
ASSIGNMENT:
Test question (or questions) will address the calculation of the mean, median or
mode. (this can also be used as a pre-post question(s).
Students will be expected to complete a statistical paper concerning the understanding,
use and application of the mean, median and mode. The application must relate to any
area of psychology and show the students' ability to make conclusions based on the
analysis of the data.
The following rubric is suggested:
No credit-calculation errors; makes incorrect conclusions or is unable to make
conclusions
Partial Credit-few calculation errors: errors in explanation of data; partially correct
conclusions
Meets Expectations-correct calculations; explains data; makes reasonable conclusions
from data
Exceeds Expectations-correct calculations are clearly, concisely presented; makes
appropriate inferences from data; uses data to make thoughtful conclusions from data.
14
Appendix G.
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas
Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major
course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general
description of the subject matter of each lecture or discussion; and (4) any required or recommended
readings. Contact information for the instructor is also provided. The Course Syllabus also provides
institutional information to indicate how this course supports NCTC’s purpose and mission. Information
specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: Developmental Psychology
Course Prefix & Number: Psyc 2314
Section Number:
Term Code:
Semester Credit Hours: 3
Lecture Hours: 3
Lab Hours:
Course Description: A study of physical, cognitive, personality and interpersonal development of a
person from conception to the end of the life cycle, with an emphasis on developmental principles and
tasks.
Course Prerequisite(s): None
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Campus/Office Location:
Telephone Number:
E-mail Address:
Name of Chair/Coordinator:
Leslie Kelley
Office Location:
Corinth Campus, Room 336
Telephone Number:
940-498-6424 (Email preferred)
E-mail Address:
LKelley@nctc.edu
15
REQUIRED COURSE MATERIALS
Life-Span Human Development, 7th Edition. Sigelman/Rider. Cengage.
ISBN: 978-1-111-34273-9
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded Course
Elements
Graded Course Elements
Percentage or
Points Values
INSTITUTIONAL LEARNING GOALS

A quality general education curriculum in all associate degree programs.

Quality freshman and sophomore level courses in arts and sciences which parallel the lower
division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled occupations,
and quality technical education programs up to two years in length leading to certificates and
associate degrees.

Quality programs and services in support of adult literacy and basic skills development as a
mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate
degrees by offering a core of general education courses designed to help students achieve academic,
career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of
various disciplines exposed students to experiences that serve to advance their personal growth. The
chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational
Objectives and Basic Intellectual Competencies.
16
DEPARTMENTAL PURPOSE STATEMENT
The NCTC Social Science Department provides students at NCTC a strong foundation in the liberal arts
that is essential for career success, leadership, global citizenship, and a lifetime of learning. The
department provides students with a broad knowledge and understanding of the world; significant
intellectual, critical thinking and practical skills; and a strong sense of civic responsibility for enriching
their lives and making a difference in society.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help
students achieve academic, career and lifelong goals. The chief focus of the General Education Core
Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
FOUNDATIONAL COMPONENT AREA: SOCIAL & BEHAVIORAL SCIENCES
Courses in this area focus on the application of empirical and scientific methods that contribute to the
understanding of what makes us human and involve the exploration of behavior and interactions among
individuals, groups, institutions, and events, examining their impact on the individual, society, and
culture.
STUDENT LEARNING OUTCOMES
Student Learning Outcome
1
Identify various research methods and their characteristics used in the scientific study
of psychology.
2
Describe the historical influences and early schools of thought that shaped the field of
psychology.
3
Describe some of the prominent perspectives and approaches used in the study of
psychology.
4
Use terminology unique to the study of psychology.
5
Describe accepted approaches and standards in psychological assessment and
evaluation.
6
Identify factors in physiological and psychological processes involved in human
behavior.
17
CORE OBJECTIVES
A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
B. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and
expressions of ideas through written communication.”
E. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation of
numerical data or observable facts.”
F. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of numerical
data or observable facts.”
G. Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective use of numerical data
or observable facts to reach informed conclusions.”
H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
I. Social Responsibility, Aspect 3: “Students will demonstrate the ability to engage effectively in regional,
national, and global communities.”
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
18
Last day to Withdraw
For the November 2013 semester, the last day to withdraw from a course with
a “W” is November 16, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
STUDENT SUPPORT SERVICES
Disability
Accommodations
The Office for Students with Disabilities (OSD) provides accommodations for
students who have a documented disability. A disability is anything that can
interfere with learning, such as a learning disability, psychological challenge,
physical illness or injury. Accommodations may include extra time on tests,
tests in a distraction reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the
Gainesville Campus, go to room 110 in the Administration (100) Building or call
940-668-4209. Students on the Bowie, Graham, Flower Mound, and online
campuses should call 940-668-4209 to arrange for an intake appointment with
OSD.
North Central Texas College is on record as being committed to both the spirit
and letter of federal equal opportunity legislation, including the Americans
with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section
504 of the Rehabilitation Act of 1973 (P.L. 93-112).
19
Student Success Center
The Student Success Center is designed to help all students at NCTC develop
tools to achieve their academic goals. This program also links students to FREE
tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring
and helps new students acclimate to college by providing computer lab
services for prospective students. All students are invited to visit the Student
Success Center on the Corinth Campus go to rooms 170, 182, or 188; on the
Gainesville Campus go to rooms 114 or 111; on the Flower Mound Campus go
to room 111, on the Bowie Campus go to room 124.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of programs
for students who need assistance in financing their education. The first step
for financial aid is to complete a FAFSA. For more information, please visit
your nearest Financial Aid Office.