HUMAN DEVELOPMENT OVER THE LIFE SPAN
PSY 250-Section: 003
Credit Hours: 3.00
Lab Hours: 0.00
Lecture Hours: 3.00
IAI Core: S6 902
IAI Majors:
Semester: Summer 2014
Course Begins: 5/12/2014
Course Ends: 8/15/2014
Days: Self-Paced Online
Times: Self-Paced Online
Room: Self-Paced Online
Instructor: Robin Deak
E-mail: Use the College’s Learning Management System-CANVAS (allow 24 hours for
responses)
Phone: 815-455-8908 (usually checked once a week M-Th)
Office Hours: Summer hours vary, individual appointments arranged with instructor (please
note that the college is closed Friday-Sunday during June and July)
Office Location: C122B
Other Contact Information: I also have a college email, rdeak@mchenry.edu that you can use,
but considering the online format for this class, I prefer communication through CANVAS. In
addition, emergency messages can also be left with the faculty secretary in the faculty office C-122
(815-455-8690). Also, if there is a need, and you are on campus, you can leave an assignment with
the faculty secretary in C-122 or in the gray box on the wall outside the C-122 faculty office.
DISTANCE EDUCATION AT 1-815-479-7878 or 1-866-455-3700 (toll free number) or visit
http://www.mchenry.edu/online/index.asp
Required Course Books and Materials:
Note: these are not the same as the face-to-face classes; make sure you have the correct texts
Textbooks: Berger, K. S. (2008). The Developing Person through the Life Span (Eighth ed.) New
York: Worth Publishers, Inc.
The textbook is organized into 25 chapters and an Epilogue, one for each of the video programs.
Straub, R.O. (2008). Course Student Guide to Accompany Transitions throughout the Life Span.
(4th ed.) New York: Worth Publishers.
The Course Student Guide is an integral part of this course. It facilitates the course and serves as your
“road map.” This guide gives you a starting point for each lesson, as well as directions and exercises
that will help you successfully navigate your way through each lesson. Lessons in the course student
guide parallel the DVD lessons and outline the individual reading assignments from the textbook that
correspond to the sequence of topics covered in each DVD.
DVDs: The video component of Transitions throughout the Life Span reinforces and elaborates on the
information in the course student guide and textbook. Each of the 26 half-hour lessons on the DVD
feature historic case studies such as the Strange Situation experiment and interviews with such experts as
the late Mary Ainsworth, Albert Bandura, Robert Sternberg, and Paul Ekman. This rich series also
features present-day case studies of people and human experiences to demonstrate the application of lifespan development theories in everyday life. You may purchase the DVD set from the MCC bookstore,
and you may sell the set back to the bookstore as long as you meet their return requirements.
1 Developing Person through the Life Span 8th Edition website
http://bcs.worthpublishers.com/bergerls8e/default.asp#t_658648____
This site provides a variety of interactive activities to enhance your learning opportunities. For example
there are chapter outlines and practice quizzes available for students. I STRONGLY ENCOURAGE THE
USE OF THIS SITE. IT IS A GREAT TOOL FOR REVIEW AND TEST PREPARATION.
GETTING STARTED
Information on how to access and use CANVAS for this course is available at
http://www.mchenry.edu/canvas/ The course can be accessed at https://mchenry.instructure.com
Then, access this course by selecting Courses from the global navigation at the top of your Canvas home
page. Then select Psy250-003 from the menu. Once you’re in, read my welcome announcement, start
looking around and familiarize yourself with Canvas.
How to Take a Course at MCC using Canvas
If you're new to MCC or Canvas, you should complete the Canvas orientation course, How to Take a
Course at MCC using Canvas, before your online course begins. The orientation course is available in
Canvas one week prior to the start date of your online or blended course.
1. Look for Courses in the global navigation at the top of your Canvas home page
Click Courses and select How to Take a Course at MCC using Canvas from the menu
Course Description:
THIS IS A DISTANCE EDUCATION COURSE – YOU MUST LOGIN TO CANVAS FOR
IMPORTANT ANNOUNCEMENTS, TO COMPLETE SOME ASSIGNMENTS, AND TO KEEP
TRACK OF YOUR GRADES AS WELL AS TO RECEIVE MESSAGES FROM YOUR
INSTRUCTOR
Human Development Over the Life Span explores the impact of physical, cognitive, psychosocial,
historical and cultural influences in each major stage of human development.
Transitions throughout the Life Span Self-Paced course is not easier or more difficult than the classroom
course. The self-paced online course simply provides an alternative way to earn college credit through
independent study; however, because of the nature of the independent study, it is not the best format for
all students. You need to decide if you can succeed in an independent study course. In developing this
syllabus for you, I have included material that is in the Faculty Manual for the Self Paced Online Course:
Transitions throughout the Life Span.
You should be aware that self-paced online courses are NOT for everyone. Successful Self-Paced Online
students are people who work well on their own and who stay on schedule. It is easy to fall behind in a
self-paced online course; if you are concerned that this might (or is) happening to you, please get in touch
with me as soon as possible.
Course Overview: Transitions throughout the Life Span is a self-paced online course that explores
human development from the beginning of life to the end. A major theme is that the course of life is
governed by three developmental “clocks” that pace the biological, social, and psychological changes in
the individual.
The development of the individual is an exciting process, beginning with the rapid transformation of cells
at conception and continuing through the varied changes of growth and aging. The study of the life span
is also intriguing because each of us, and everyone we care about, is constantly developing.
2 The course consists of twenty-six lessons including video programs accompanied by a Study Guide and
textbook. The Study Guide contains the “recipe” that will direct you, step-by-step, through each of the
lessons of the course.
Course Notes: There is significant overlap between PSY 250 and PSY 251. PSY 250 covers the
information in PSY 251 in less depth. If students have a specific interest in children, PSY 251 is
encouraged instead of PSY 250. Please check program requirements. Some programs require PSY 250
instead of PSY 251.
Course Prerequisite: PSY 151.
Course Objectives:
Upon completion of this course the student will:
1. Be able to explain the impact of physical, cognitive, psychosocial, historical, and cultural
influences in each major stage of human development. (IPTS 2A, 2B, 7B) (CC2A)
2. Be able to demonstrate an understanding of the major theories of human development, for
example: (IPTS 2B, 2C, 2D, 2F) (CC2B, CC2J) (CEC2K1, CEC2K5)
A. Psychoanalytic
B. Cognitive
C. Learning
D. Humanistic
3. Be able to compare and contrast the research methods used in the study of human development,
for instance: (IPTS 2C) (CC7C)
A. Cross cultural studies
B. Case studies
C. Experimental studies
D. Correlational studies
E. Surveys
F. Naturalistic observations
G. Longitudinal and cross-sectional studies
H. Ethical Practices
4. Be able to demonstrate an understanding of environmental influences on development, for
instance: (IPTS, 3A, 7B, 9B) (CC2L, CC7E) (CEC2K4, CEC6K1)
A. Style of parenting
B. Changing nature of the family
C. Divorce
D. Child abuse and neglect
E. School and work
F. Ethnic and cultural
5. Be able to demonstrate an understanding of physical development through the lifespan. (IPTS 2F)
(CC2B, CC2E, CC2J) (CEC2K1, CEC2K5)
6. Be able to demonstrate an understanding of cognitive development through the lifespan. (IPTS
2D,2F) (CC2A, CC2B, CC2J) (CEC2K1, CEC2K5)
7. Be able to demonstrate an understanding of the psychosocial development through the lifespan.
(IPTS 2F) (CC2B, CC2J) (CEC2K1, CEC2K5)
8. Be able to discuss the rituals, customs, and stages of mourning.
3 Additional Learning Expectations - Upon completion of this self-paced online course, students should be
able to:
1.
2.
3.
4.
5.
6.
7.
Describe the developing person from conception through death in terms of biosocial, cognitive,
and psychosocial development, and discuss how these three domains interact.
Consider how the interplay of nature (genetics) and nurture (environment) affects
development
across the life span.
Discuss how developmental concepts apply to “real-life” situations.
Identify the major theories of development, discuss their strengths and weaknesses, and
summarize what they tell us about how, when, and why a human develops.
Describe how the scientific method is used in research on human development, and explain how
theoretical perspectives and research findings influence one another.
Outline observational and analytical skills that can be used to examine and interpret human
behavior objectively.
Consider how contextual issues—including age, gender, culture, socioeconomic status, and
ethnicity—broaden our understanding of human development, and note how the
multidisciplinary nature of human development contributes to this understanding.
Course Outliine:
I. The Nature of Lifespan Development
A. Why Study Development?
B. Lifespan Perspectives on Human Development
C. Methods of Studying Lifespan Psychology
D. Ethical Constraints on Studying Development
II. Theories of Development
A. Psychodynamic Developmental Theories
B. Behavioral Learning and Social Cognitive Learning Development Theories
C. Cognitive Developmental Theories
D. Contextual Developmental Theories
E. Adulthood and Lifespan Developmental Theories
III. Genetics and Prenatal Development
A. Genetics
B. Prenatal Influences on the Child
IV. The First Two Years
A. Physical Development
B. Cognitive Development
C. Psychosocial Development
V. Early Childhood
A. Physical Development
B. Cognitive Development
C. Psychosocial Development
VI. Middle Child
A. Physical Development
B. Cognitive Development
C. Psychosocial Development
VII. Adolescence
A. Physical Development
B. Cognitive Development
4 C. Psychosocial Development
VIII. Early Adulthood
A. Physical Development
B. Cognitive Development
C. Psychosocial Development
IX. Middle Adulthood
A. Physical Development
B. Cognitive Development
C. Psychosocial Development
X. Late Adulthood
A. Physical Development
B. Cognitive Development
C. Psychosocial Development
XI. Dying, Death, and Bereavement
Suggested (not required) Strategy for Studying: You are responsible for listening to the 26 half-hour
DVD lessons that correspond to the lesson plans. For each lesson you should:
1.
2.
3.
begin by reading the Preview and Learning Objectives for this lesson in the course student guide.
read the textbook chapters associated with this lesson and view the DVD lesson.
read the Summary section in the course student guide, review the vocabulary listed in the Key
Terms and Concepts section, and complete the exercises. You also should use the Lesson Review
found at the end of this lesson to review and assess your achievement of each Learning Objective.
You may choose to work with the material in the Lesson in any order, just plan to complete all of the
above assignments before going on to the next Lesson.
Assignments and Grading Criteria-Grading Policy
Your performance in the course will be evaluated on the following:
1.
2.
3.
4.
5.
6.
Five (5) Exams worth 100 points each
Twenty four (24) Quizzes worth 15 points each (there will be 26, but I’ll drop the 2 lowest)
Five (5) Discussion Posts worth 10 points each
Five (5) Reaction Papers worth 100 points each
One (1) Introductory Post worth 5 points
One (1) Current Events Post worth 10 points
The final distribution of grades is based on the following scale:
5 Exams (100 points each)
500 points
24 Quizzes (15 points each)
360 points
5 Discussion Posts (10 points each)
50 points
5 Reaction Papers (100 points each) 500 points
1 Introductory Post (5 points)
5 points
1 Current Event Post (10)
10 points
1425 points total
1276-1425= 90 - 100%=A
1133-1275= 80 - 89%=B
991-1132= 70 - 79%=C
848-990= 60 - 69%=D
847 or less pts = 59%=F
Please be aware that there is often a delay in the posting of final grades since frequently students wait
until the last day of the course to take the final exam. If this occurs, then there is a delay in getting the
5 exam from the testing center, plus the time it takes for me to grade the exam. If you happen to need
your final grade posted immediately, please let me know, and we should be able to find a solution.
Exams:
There will be five exams administered during this course. Each exam includes information from the
Course Study Guide, the DVD segments, and the textbook readings. Each exam will be a combination of
multiple-choice questions and short essay questions. Some of the questions will come directly from the
study guide and text, so how well you do on the quizzes will be an indication of how well you will do on
the exams. All of the exams are to be taken at the MCC Testing Center, which is located in A245. Please
refer to their schedule for available hours. (Phone: 815-455-8984) Also note the MCC is closed on
Fridays, Saturdays, and Sundays during the summer (beginning in June). When you are ready to take an
exam, simply go to the testing center and take the exams. You do not need to make an appointment. You
will be asked to provide a photo I.D. to verify your identification to the staff in the Testing Center. I
advise you to take each exam at a separate time, although the choice is yours—you may take more than
one exam on the same date. Plan to arrive at the Testing Center at least 2 hours before closing. THE
TESTING CENTER WILL NOT ALLOW YOU TO TAKE THE EXAM UNLESS YOU ARRIVE TWO
HOURS PRIOR TO THEIR CLOSING TIME. Typically the exams are 90 multiple-choice questions plus
additional short essays, so I would allow yourself two hours at minimum. You MUST have at least
Unit #1’s Exam & paper completed by end of week 6, Unit #2’s Exam & paper completed by end of
week 9, and Unit #3’s Exam & paper completed by end of week 13. The remaining Exam & papers
for Units #4 and #5 must be completed Tuesday, August 12, 2014. (see schedule below and look on
CANVAS for specific deadline dates). Check to make sure that you get the PSY 250 LIFE SPAN
EXAM for R. DEAK. There are several psychology self-paced online courses, so make sure that you
get the exam for the course in which you are enrolled
Quizzes
You will be taking a quiz for every chapter in the text. Therefore, there will be twenty-six quizzes in the
semester. They will be available for you to take at any time you feel you’re ready. You will have three
opportunities to take each chapter quiz and the highest score will be recorded. These are quick 15
question quizzes intended to help motivate you to keep up with the reading and assess your understanding
of the topics (so you know what you need to focus on). I will drop the 2 lowest quiz scores to
accommodate unusual circumstances that may or may not occur in your life (the dog ate your book, your
Great Aunt Helen broke her toe, you simply forgot, etc). Therefore, please note that I do not make
exceptions on quizzes for any reason. Including your computer problems at 11:45pm on the last day
of this course (yes, some students wait until practically midnight to begin quizzes…don’t). Quizzes
tend to “get away” from students, be sure to figure out early how you’re going to remember them!
Reaction Papers:
You also have required writing assignments in this course. You will need to write an approximately 2-page
reaction paper for each of the units in the course based on the exams above. So, one paper covering an issue from
the first 6 lessons, a second paper on information from lessons 7-12, and so on. Since this is a brief paper, you
need to be very focused in your writing. Choose one specific issue that interests you and provide a thoughtful
discussion that incorporates information from the text (additional sources may also be helpful). The purpose of
this paper is to get you to digest the information from the text a little more deeply, so try to connect the
information to another class, your own personal experience, recent events, etc. Again, you must have at least
paper #1 completed by end of week 6, paper #2 at end of week 9, paper #3 end of week 13, and papers #4 and #5
by Tuesday, August 12, 2014. Don’t forget to include both in-text and end references in APA style.
Remember these references are needed for both quotations and paraphrased information.
6 These assignments must be typed with 1-inch margins and be double-spaced with a 12-point font. I strongly
encourage the use of references (your textbook as well as other sources). Any references should be cited in
American Psychological Association (APA) format. (See examples and resources on: OWL at Purdue). Papers
will be marked down for spelling and grammar mistakes, so be sure to spell check!!
The easiest way to submit your papers is through CANVAS, but you may also drop off hard copies to the
department secretary in C-122.
Homework: These are brief assignments including a discussion board post for each unit of the course (Units 1-5)
and a couple additional assignments. Your discussion board post must be a thoughtful reaction to the question I
have posted, and you will not be able to see other student’s responses until you have posted your original post. In
addition, you must incorporate specific information from the text and/or DVDs to receive full credit. As with the
papers, college level writing is expected, so be sure to proofread your work. Deadlines: Introductory post must be
completed by the second week of the class, each discussion board must be completed by the papers deadlines
(stated above),
Discussion Posts
Requirements for Discussion Boards
1. Posts will be of an academic standard and substance: Thoughts will be expressed in complete sentences,
well thought out, and based upon scientifically viable concepts.
2. Constructive: You will remain focused on the topic at hand and not tangent onto irrelevant thoughts.
3. Mature: Enough said.
If you’re replying to someone’s post, and simply repeat someone else’s posting or say “I agree” you will not
receive full credit. Think of something original to say.
Participation and Netiquette (short for "network etiquette" or "Internet etiquette") Students are expected to
adhere to the McHenry County College Student Code of Conduct. All students are expected and required to
behave in a manner consistent with a college atmosphere. Failure to participate, profanity, racial or ethnic slurs,
rude or other inappropriate comments and interactions within the context of this class are unacceptable and will
not be tolerated. Should such behaviors occur, they will be dealt with directly by the instructor. An environment
that is suitable to the learning needs of the majority of students will be maintained.
Policies
Attendance policy: If you do not complete the first exam and first paper by the end of the sixth week, I reserve
the right to withdraw you from the class or assign a failing grade. If this is going to be an issue for you, contact
me BEFORE this date.
Late work/make-up policy: Given the nature of the course, there is no allowance for late work unless you
need an incomplete in the class.
Additional policies:
•
•
Students are expected to be familiar with the Student Code of Conduct, available at
http://www.insidemcc.mchenry.edu/PoliciesProcedures/CodeofConduct.pdf. All students are expected
and required to behave in a manner consistent with a college atmosphere. Should any disruptive behaviors
occur, they will be dealt with directly by the instructor and then referred to the Conduct Officer.
Academic integrity policies apply to all aspects of coursework. Any student caught cheating will receive a
grade of zero for that quiz or exam, and a written report will be submitted to the Conduct Officer. For
papers, sources should be cited in the text and listed in the references. Direct quotes should be indicated in
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Page 7 of 22
•
•
•
the text with source and page number. Violations of academic integrity (e.g., plagiarism, cheating, etc.)
will carry serious consequences for both your course grade and your continued enrollment at the college.
Students are required to keep accurate records of their homework and test scores. In the event of a grade
dispute, students are required to provide documentation of their work.
If you have any special needs, please talk to me as soon as possible so we can discuss options for tests
and class assignments as well as possible sources of support.
I am here to help you learn. Feel free to make an appointment to discuss your questions and concerns.
Do not wait until the end of the semester to seek help. Be proactive and take responsibility for active
learning.
Final Comments:
You have fourteen weeks to finish the course, so try to distribute your workload evenly over the course period.
Also, if there are any problems or concerns, contact me as soon as possible so I can help. Also, be aware that at
the end of each regular semester, everyone registered at MCC automatically receives a grade report form. Those
of you in this course who have not yet finished by this time may receive the grade of “IP”, for “In Progress”. You
will then receive your grade at the end of the semester for THIS class.
I’m pleased that you have chosen to be a part of the self-paced online course program here at MCC. I find
psychology to be an exciting, relevant, and fascinating discipline, and I hope you feel similarly during and after
this course. Do not hesitate to contact me with any questions or simply to introduce yourself and say “Hello.”
Good Luck!
As a word of warning, though, as I stated above, the independent study nature of this class is not for
everyone. Try to decide early on if this class works for you, and, if it doesn’t, make note of the
withdrawal date for this course and/or contact me. Some students are very successful in this course, and
I’m happy to work with you to become successful, but self-paced online courses may simply not be the
best type of course for you.
Weekly Course Schedule
The following outline provides you with a guideline regarding the material that will be covered on each of the
exams and reaction papers.
Study Guide Completed?
Week
TEXTBOOK READING AND
DVD Lesson
Assignment
ASSIGNMENT DUE DATES
1
Chapters 1 & 2
Lesson 1 & 2
1: The Developing Person May 12
2: A Scientific Approach
2
Chapter 3 & 4
Lesson 3 & 4
3: Nature and Nurture: The May 19
Dance of Life
INTRODUCTORY POST DUE
TH
4: The Wondrous Journey
MAY 26
3
May 26
Chapter 5 & 6
Suggested Work Time Line
Exa m 1 (Ch. 1-6) Reaction Paper 1
Lesson 5 & 6
5: Grow, Baby, Grow
6: The Little Scientist
4
June 2
Chapter 7 & 8
Lesson 7 & 8
7: Getting to Know You
8: Playing and Growing
Revised 5/12/2014
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Week
6
June 16
TEXTBOOK READING AND
ASSIGNMENT DUE DATES
Chapter 11 & 12
Suggested Work Time Line
Exa m 2 (Ch. 7-12) Reaction Paper 2
UNIT #1’s EXAM, PAPER, and
DISCUSSION BOARD DUE
MONDAY JUNE 23RD
Study Guide
Assignment
13: A Society of Children
14: Explosions
15: What If?
16: Who Am I?
17: Choices
18: Decisions, Decisions
19: Love and Work
20: Thriving in Midlife
21: Use it or Lose it
22: Making Lemonade
23: Accepting the Challenge
24: Making Memories
25: Staying in the Game
26: Living and Dying
Lesson 13 & 14
Chapter 15 & 16
Lesson 15 & 16
10
July 14
11
July 21
Chapter 19 & 20
Chapter 17 & 18
Lesson 17 & 18
Suggested Work Time Line
Exa m 3 (Ch. 13-18) Reaction Paper 3
UNIT #2’s EXAM, PAPER, and
DISCUSSION BOARD DUE
MONDAY JULY 14TH
Lesson 19 &20
Chapter 21 & 22
Lesson 21 & 22
Suggestive Work Time Line
Exa m 4 (Ch.19-22) Reaction Paper 4
Chapter 23 & 24
Lesson 23 & 24
DVD Lesson
11: The Golden Years of
Childhood
12: The Age of Reason
Chapter 13 & 14
14
Aug 11
Lesson 11 & 12
7
June 23
8
June 30
9
July 7
12
July 28
13
Aug 4
Chapter 25 & Epilogue
Lesson 25 & 26
Suggestive Work Time Line
Exa m 5 (Ch. 23-26) Reaction Paper 5
UNIT #3’s EXAM, PAPER, and
DISCUSSION BOARD DUE
FRIDAY AUGUST 8TH
Completed?
-UNIT #4 & #5’s EXAM, PAPER,
and DISCUSSION BOARD DUE
TUESDAY, AUGUST 12TH
-CURRENT EVENTS POST IS
DUE TUESDAY, AUGUST 12TH
-ALL QUIZZES ARE DUE FRIDAY
AUGUST 15TH
Withdrawals: The last day to drop this course is Tuesday, July 22, 2014. Failure to participate does not
constitute official withdrawal. If students are considering a withdrawal, they should consult directly with the
instructor and an academic advisor. Students may withdraw from a class through the Registration Office, either in
person or by fax: (815) 455-3766. In their request, students should include their name, student ID number, course
prefix, number and section, course title, instructor, reason for withdrawing, and their signature. Withdrawal from
a course will not be accepted over the telephone. Again, I am happy to discuss the withdraw decision process
with any student, however I DO NOT withdraw students from my class. If you simply stop completing
work, you will earn the grade that your work reflects per the grading criteria listed in this syllabus.
Please refer to the following link for other important college dates: www.mchenry.edu/academiccalendar.asp
Revised 5/12/2014
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CHAPTER/LESSON COMPONENTS AND NOTES
Study Guide: Lesson 1: Introduction: Theories of Development
DVD
The Developing Person
Segment 1: Contexts and Systems
Segment 2: Theories of Development
Segment 3: The Life-Span Perspective
Textbook
Chapter 1: “Introduction” pages 3-15, and Chapter 2: “Theories of
Development,” pages 33-57
DVD Notes: This lesson introduces students to the scientific study of human development. From John Locke and
Jean-Jacque Rousseau through Jean Piaget and Erik Erikson, scholars have considered the impact that nature and
nurture have on human development. The video lesson discusses the contexts and influences in which humans
develop, focusing on Uri Bronfenbrenner’s ecological model of development. The lesson explores some of the
major theories from the study of psychology such as psychoanalytic theory, learning theory, behaviorism, and
cognitive theory. The final segment introduces the life-span perspective, which considers that development
occurs throughout the life-span and not just in childhood. Several theories have emerged from this perspective,
including the notion of gains and losses occurring throughout a person’s lifetime and the changing nature of social
interaction as explained by socioemotional selectivity theory.
Study Guide: Lesson 2: Developmental Study as a Science
DVD
A Scientific Approach
Segment 1: The Scientific Method
Segment 2: Research Methods
Segment 3: Studying Changes over Time
Textbook
Chapter 1: “Introduction,” pages 15-31
DVD Notes: This lesson introduces the student to research methodology—how scientists explore and gain
knowledge to understand human development. To illustrate how developmental psychologists have used the
scientific method, the video lesson traces the evolution of attachment research, including research studies by
Harry Harlow, Mary Ainsworth, and Mary Main. Students are introduced to research design and learn how
researchers use observational studies and surveys to establish a relationship between the variables—or behaviors
and characteristics—that they decide to investigate. The video lesson considers the ethics of conducting and
reporting scientific research and emphasizes the importance of approaching questions and problems and testing
ideas and theories from many different perspectives.
Study Guide: Lesson 3: The Beginnings: Heredity and Environment
DVD
Nature and Nurture: The Dance of Life
Segment 1: The Beginning of Development
Segment 2: The Twin Perspective
Segment 3: From Genotype to Phenotype
Segment 4: Genetic and Chromosomal Abnormalities
Textbook
Chapter 3: “Heredity and Environment”
DVD Notes: This lesson closely examines the role of heredity and environment, or nature and nurture, in
development. While genes may be the first chapter in a particular story, it is important to recognize the multitude
of influences that shape individuals throughout their lives. Students learn about DNA, genes acting in
combination, and the effect that the environment can have on genetic expression. The video lesson considers how
studying the similarities and differences between monozygotic twins has yielded a wealth of information
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regarding the complex interaction between genes and the environment that influences human development at
every age.
Study Guide: Lesson 4: The Beginnings: Prenatal Development and Birth
DVD
The Wondrous Journey
Segment 1: The First Trimester
Segment 2: Risk Reduction
Segment 3: The Second Trimester
Segment 4: The Third Trimester
Textbook
Chapter 4: “Prenatal Development and Birth”
DVD Notes: This lesson follows the experiences of an expectant family through the prenatal process to the live
birth of their second child. During this journey, students learn about the three trimesters of pregnancy and the
developmental expectations associated with each trimester. Students also learn about the germinal, embryonic,
and fetal periods of prenatal development. These divisions provide an orderly context in which to understand the
environmental and genetic influences on the developing infant. The video lesson examines risk factors, or
teratogens, that often influence the success or failure of conception and later the delivery of a healthy baby. It
also discusses ways to reduce these risks and ensure that expectant mothers receive the proper prenatal care.
Study Guide: Lesson 5: The First Two Years: Biosocial Development
DVD
Grow, Baby, Grow!
Segment 1: Physical Growth and Health
Segment 2: Brain Growth and Development
Segment 3: Basic Reflexes and Motor Skills
Segment 4: Infant Nutrition
Textbook
Chapter 5: “The First Two Years: Biosocial Development”
DVD Notes: This lesson highlights the connection between normal physical growth and a supportive social
environment—an area of study called biosocial development. Students learn about expected growth patterns,
critical periods of brain development, and ways to support and encourage normal development. Experts in
developmental psychology and pediatrics talk about gross and fine motor development, about the importance of
reflexes for infant survival, and about the importance of nutrition and breast milk during the first two years.
Study Guide: Lesson 6: The First Two Years: Cognitive Development
DVD
The Little Scientist
Segment 1: Sensorimotor Intelligence
Segment 2: Language Development
Textbook
Chapter 6: “The First Two Years: Cognitive Development”
DVD Notes: This lesson focuses on the cognitive development that occurs during the first two years in life. This
period of development is referred to in Piaget’s cognitive theory as the sensorimotor stage. Students learn that it
is at this time that babies learn about their world through their senses, by touching, feeling, hearing, and
experiencing. Language development, another critical area in cognitive development, is discussed in depth.
During the first two years, babies’ language abilities progress from cooing, to babbling, to forming simple words,
to stringing two or more words together. Babies’ ability to understand and use language can have a profound
impact on how they view and experience their world.
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Study Guide: Lesson 7: The First Two Years: Psychosocial Development
DVD
Getting to Know You
Segment 1: Develop through Crises
Segment 2: Attachment
Segment 3: Attachment and Day Care
Textbook
Chapter 7: “The First Two Years: Psychosocial Development”
DVD Notes: This lesson focuses on social and emotional development that occurs in the first two years.
Researchers who study the psychosocial development of babies are interested in the factors that play a role in
shaping a child’s emotions and personality. Topics covered in this lesson include temperament, social
referencing, and attachment. An early example of emotional interaction involves face-to-face social play.
Through this coordinated interaction, parents and babies influence each other in a process known as synchrony.
The video lesson also considers the research on attachment conducted by developmental psychologist Mary
Ainsworth.
Study Guide: Lesson 8: The Play Years: Biosocial Development
DVD
Playing and Growing
Segment 1: Body and Brain Growth
Segment 2: Motor Skills
Segment 3: Maltreatment
Textbook:
Chapter 8: “The Play Years: Biosocial Development”
DVD Notes: The lesson focuses on the physical development of children during the play years. Between the ages
of two and five, children’s bodies slim down and elongate. Their gross and fine motor skills are much improved.
Children at this age can dress themselves and demonstrate improved coordination, such as hopping on one foot.
Creative expression, such as drawing with crayons, demonstrates their newly acquired fine motor skills. This
lesson also introduces the topic of child maltreatment and neglect. When caregivers harm children or endanger
them in ways that can be avoided, this maltreatment can have long-term consequences for children’s physical
development.
Study Guide: Lesson 9: The Play Years: Cognitive Development
DVD
Playing and Learning
Segment 1: How Preschoolers Think
Segment 2: Words and Memories
Segment 3: Early Childhood Education
Textbook
Chapter 9: “The Play Years: Cognitive Development”
DVD Notes: Preschoolers learn a great deal through play. This video lesson illustrates the way that children’s
experiences with puzzles, building blocks, and other toys during the years between the ages of two and five
contribute to the development of their cognitive abilities. Every kind of game or puzzle can add to their
understanding of themselves and their place in the world. The lesson presents how their mastery of language
improves dramatically and their memory skills become more useful to them. Through guided participation and
scaffolding, adults can assist children’s learning. The video lesson explores the different theories advanced by
Jean Piaget and Lev Vygotsky to explain the cognitive development of preschoolers. Language, theory of mind,
and memory can be enhanced when children are placed in an enriched environment, such as a preschool.
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Study Guide: Lesson 10: The Play Years: Psychosocial Development
DVD
Playing and Socializing
Segment 1: Social Awareness
Segment 2: Emotional Regulation
Segment 3: Parenting Styles
Textbook
Chapter 10: “The Play Years: Psychosocial Development”
DVD Notes: As preschoolers engage in relationships with people outside of their family environment, they begin
to master the social skills necessary to function in society. This video lesson demonstrates how preschool
children learn to negotiate relationships with other children through sociodramatic play, rough-and-tumble play,
and other interactions with their peers. It further explains that children with a good self-concept and healthy selfesteem have an advantage in learning to get along with others, particularly when they learn emotional
regulation—the ability to direct and modify their feelings in socially acceptable way. Children often express their
emotions through their behavior, and parents can take steps to encourage prosocial behavior, such as helping and
sharing, rather than allowing children to indulge in antisocial behavior, such as bullying and lying. The video
lesson explores the three predominant styles of parenting and explains the impact of these styles on children’s
psychosocial development.
Study Guide: Lesson 11: The School Years: Biosocial Development
DVD
The Golden Years of Childhood
Segment 1: Physical Growth
Segment 2: Motor-Skill Development
Segment 3: Special Needs
Textbook
Chapter 11: “The School Years: Biosocial Development”
DVD Notes: As physical growth slows down for school-age children, nutrition and genetics continue to play an
important role for their growing bodies. This video lesson explores how high-fat diets, lack of exercise, and
genetics have played a part in the rise of obesity among children this age. These factors affect not only how they
play and interact with other children but also their future health. Most children this age are better at sports as a
result of their improved eye-hand coordination. They have faster reaction times, can run faster, and have a
relatively easy time improving their motor skills. The video lesson further discusses how children’s ability in
sports has an important impact on their self-esteem. Another area of physical development is biologically based
special challenges. The video lesson deals with the behaviors associated with attention-deficit hyperactivity
disorder (ADHD) and offers insights into the impact that ADHD and other learning disorders have on school-age
children’s development.
Study Guide: Lesson 12: The School Years: Cognitive Development
DVD
The Age of Reason
Segment 1: How School-Age Children Think
Segment 2: Language Development
Textbook
Chapter 12: “The School Years: Cognitive Development”
DVD Notes: During the school years, new cognitive skills emerge as children pass into a new phase of their
cognitive development—often identified as the “age of reason.” This video lesson discusses how school-age
children’s thought-processes become more sophisticated, more logical, and based in reality. In many countries,
formal education begins at age six or seven. The video lesson discusses the cognitive stage that Jean Piaget called
concrete operational thought. School-age children use complex language and they become capable of moral
reasoning. The lesson explores Lawrence Kohlberg’s theory of moral reasoning and considers the criticisms of
this theory. The last segment discusses schoolchildren’s use of code-switching and considers the implications of
total immersion, bilingual education, ESL programs, and other ways of learning more than one language.
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Study Guide: Lesson 13: The School Years: Psychosocial Development
DVD
A Society of Children
Segment 1: Peers
Segment 2: Family
Segment 3: Coping
Textbook
Chapter 13: “The School Years: Psychosocial Development”
DVD Notes: School-age children increasingly come to define who they are in terms of others, are more
independent, and begin spending more and more time with their peers. In his psychoanalytic theory, Erickson
called this stage a time of industry versus inferiority. This video lesson presents the social development of
schoolchildren and how it takes place on two fronts. First, adult-child relationships nurture a child and teach
basic social skills. Second, peer relationships teach cooperation, competition, and intimacy. Among the topics
addressed in the video lesson are social cognition, bullying, and the effects of divorce.
Study Guide: Lesson 14: Adolescence: Biosocial Development
DVD
Textbook
Explosions
Segment 1: Puberty
Segment 2: Body Image
Segment 3: Health
Chapter 14: “Adolescence: Biosocial Development”
DVD Notes: This lesson explores the physical changes that take place during puberty—a period of rapid growth
and hormonal change in early adolescence that produces an adult body capable of reproduction. Adolescents
become more concerned about their body image as they undergo these physical changes, and this can affect their
self-esteem. Their growing maturity gives them greater freedom to make choices and mistakes. The video lesson
explores the impact of nutrition on adolescent health, considers various cultural ideals about appearance, and
discusses social pressures that can produce anxiety and stress. The final segment discusses the health risks
associated with using drugs and drinking alcohol and considers the effects of peer pressure.
Study Guide: Lesson 15: Adolescence: Cognitive Development
DVD
What If?
Segment 1: Formal Operational Thought
Segment 2: Educating Adolescents
Segment 3: Adolescent Decision-Making
Textbook
Chapter 15: “Adolescence: Cognitive Development”
DVD Notes: As adolescents mature, they develop the ability to engage in more complex and sophisticated types
of thinking and reasoning. This lesson details the journey that adolescents take from what Jean Piaget called
concrete operational thinking to formal operational thought, where they are capable of thinking hypothetically.
As teenagers revel in their newfound cognitive powers, they have a natural tendency to express adolescent
egocentrism—to focus intently on the physical, mental, and emotional changes they are experiencing. The video
lesson explains how teens learn in school and how educating adolescents is different from educating younger
school-age children.
Study Guide: Lesson 16: Adolescence: Psychosocial Development
DVD
Who Am I?
Segment 1: Identity
Segment 2: Friends and Family
Textbook
Chapter 16: “Adolescence: Psychosocial Development”
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DVD Notes: This lesson explores the psychosocial development of adolescents. Erik Erikson’s theory of
psychosocial development identifies this period as one of identity versus role confusion. As adolescents endeavor
to adopt adult roles, they are still in the process of discovering who they are and what they want in life. Forging
an identity involves integrating a set of values, beliefs, attitudes, and aspirations into a coherent and relatively
stable self-definition. Although most people continue to form and change their identities throughout their life
span, adolescence marks an especially intense time in this process—one in which teenagers explore many
different paths when facing the question of who they are.
Study Guide: Lesson 17: Early Adulthood: Biosocial Development
DVD
Choices
Segment 1: Growth, Strength, and Health
Segment 2: Health Problems
Segment 3: Gender Socialization and Violence
Textbook
Chapter 17: “Early Adulthood: Biosocial Development”
DVD Notes: This lesson focuses on the physical changes of early adulthood—the period between ages 18 and 35.
Young adults are at their physical peak. Now on their own, these young adults are responsible for making
decisions that affect their physiological development: what foods they eat and whether to drink alcohol, smoke
cigarettes, or use other drugs. Biological topics explored in this lesson include organ reserve, homeostasis,
pregnancy, and early signs of physiological decline. The video lesson also considers the health risks posed by
eating disorders, such as anorexia and bulimia, and by violence and risk-taking behaviors.
Study Guide: Lesson 18: Early Adulthood: Cognitive Development
DVD
Decisions, Decisions
Segment 1: Postformal Thought
Segment 2: Life Experiences and Their Effects
Segment 3: Moral Reasoning
Textbook
Chapter 18: “Early Adulthood: Cognitive Development”
DVD Notes: To understand the complexity of adult cognition, it is important to appreciate how thinking and
reasoning develop and change over the life span. This video lesson deals with cognitive development in early
adulthood and illustrates how some young adults progress toward postformal thinking, recognizing subjective
factors while also becoming more capable of reasoning in emotional situations. Early adulthood is a period in life
when the decisions one makes can have a significant impact on the rest of one’s life. Complex decisions, such as
what career to pursue or finding a life partner, rarely offer clear right or wrong answers. Such challenges
encourage a change in thinking, as adults accept and adapt to the contradictions and inconsistencies of everyday
life. This video lesson explores the impact of the college experience on cognitive growth and considers how
various life experiences help adults develop moral reasoning skills that allow them to confront difficult moral
issues.
Study Guide: Lesson 19: Early Adulthood: Psychosocial Development
DVD
Love and Work
Segment 1: The Tasks of Adulthood
Segment 2: Intimacy
Segment 3: Generativity
Textbook
Chapter 19: “Early Adulthood: Psychosocial Development”
DVD Notes: This video lesson focuses on psychosocial development in early adulthood. As they mature, young
adults become less focused on themselves and more focused on intimate relationships. This lesson deals with
psychosocial development in early adulthood, exploring intimacy and generativity---two psychological tasks that
Erik Erikson described as central to adults. Adulthood is a period when many people seek out a love interest and
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perhaps form a family. Many also express generativity—giving back to society through work by serving as a
mentor and leader, or leaving a legacy for the future by parenting and educating the next generation. The video
lesson also covers topics such as marital equity, communication, and the rise of dual-earner families.
Study Guide: Lesson 20: Middle Adulthood: Biosocial Development
DVD
Thriving in Midlife
Segment 1: Normal Physical Changes
Segment 2: Health Habits
Segment 3: Variations in Health
Segment 4: The Sexual Reproductive System
Textbook
Chapter 20: “Middle Adulthood: Biosocial Development”
DVD Notes: This lesson focuses on physical changes during middle adulthood. As adults grow older, biosocial
development can no longer be measured by chronological age. During the mid-life period, adults experience
signs of aging in skin elasticity, muscle tone, and hair color. They also face declines in eyesight and hearing.
Lifestyle choices and health habits can influence how quickly or slowly these declines occur, while genetics also
plays a significant role in the variations in health. The video lesson explores the ways midlife adults compensate
for the physiological declines of aging. Regular exercise and good nutrition can help individuals improve their
physical well-being and quality of life during middle adulthood. The video lesson also includes a discussion of
health concerns, such as the use of hormone replacement therapy by women experiencing menopause, the
prevalence of osteoporosis, and the effect of diminishing levels of testosterone on men.
Study Guide: Lesson 21: Middle Adulthood: Cognitive Development
DVD
Use It or Lose It
Segment 1: Psychometric Approach
Segment 2: Dimensions and Directions of Intelligence
Segment 3: Contextual Influences
Segment 4: Plastic Intellectual Change
Textbook
Chapter 21: “Middle Adulthood: Cognitive Development”
DVD Notes: This video lesson focuses on the cognition of midlife adults. Adults at any age can continue to grow
and expand intellectually, particularly because they become adept at compensating for decreases in cognitive
ability in a variety of ways. Genetics, age, environment, and experience all influence cognition. Individuals in
middle adulthood have accumulated life experiences that affect their crystallized intelligence even when the
processing abilities associated with fluid intelligence may have already peaked and are in decline. The video
lesson explores various methods of measuring general intelligence and considers the multidimensionality of
intelligence. Other topics include Sternberg’s triarchic theory of intelligence, the comparative benefits of
studying birth cohorts (longitudinal studies) versus conducting cross-sectional studies, and the plasticity of
intelligence.
Study Guide: Lesson 22: Middle Adulthood: Psychosocial Development
DVD
Making Lemonade
Segment 1: Personality Throughout Adulthood
Segment 2: Family Relationships
Segment 3: Work and Life
Textbook
Chapter 22: “Middle Adulthood: Psychosocial Development”
DVD Notes: This video lesson addresses the challenges and changes of middle adulthood in terms of emotional
and social development. Research suggests that most midlife adults do not experience a “midlife crisis”;
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nevertheless, changes in careers, divorce, or health inevitably have some effect on one’s life. Personality
differences influence how individuals handle these changes. During midlife, many adults become part of what is
termed “the sandwich generation,” caring for the needs of their children as well as their aging parents.
Oftentimes, family and friends serve as important sources of satisfaction with life.
Study Guide: Lesson 23: Late adulthood: Biosocial Development
DVD
Accepting the Challenge
Segment 1: The Realities of Aging
Segment 2: Primary and Secondary Aging
Segment 3: The Genetics of Aging
Segment 4: Enhancing Logevity
Textbook
Chapter 23: “Late Adulthood: Biosocial Development”
DVD Notes: Physical functioning in late adulthood can vary greatly between any two people. This video lesson
discusses the realities of aging in terms of physiological changes and declines. Older adults are especially likely
to stay active and happy if they accept the challenges of growing older with positive lifestyle choices. Ageism, or
negative stereotypes based upon chronological age, is also discussed, as are the normative processes of primary
and secondary aging. The growing specialty of gerontology is presented, and the genetics of aging and the
possibility of enhancing longevity are addressed.
Study Guide: Lesson 24: Late Adulthood: Cognitive Development
DVD
Making Memories
Segment 1: Changes in Information Processing
Segment 2: Age-Related Changes
Segment 3: Dementia
Segment 4: Enhancing Cognitive Abilities
Textbook
Chapter 24: “Late Adulthood: Cognitive Development”
DVD Notes: This lesson focuses on cognition during late adulthood. It looks at information processing, shortterm memory, and long-term memory. The biological declines that characterize normative aging include declines
in brain functioning that are normal and not necessarily serious. Many adults find ways to adjust to this cognitive
decline. One approach is selective optimization with compensation, a strategy of using existing abilities to
compensate for cognitive losses. In some cases, such as dementia, cognitive decline is serious and often
irreversible, and older adults may no longer be able to function independently. The video lesson ends by
addressing the many ways in which cognitive abilities can be enhanced in late adulthood, particularly by keeping
physically and cognitively active.
Study Guide: Lesson 25: Late Adulthood: Psychosocial Development
DVD
Staying in the Game
Segment 1: Theories of Late Adulthood
Segment 2: Keeping Socially Active
Segment 3: Importance of the Social Convoy
Segment 4: Quality of Life
Textbook
Chapter 25: “Late Adulthood: Psychosocial Development”
DVD Notes: Relationships remain very important to aging adults. As we age, we become more selective about
whom we spend time with. Social networks may shrink because of this selectivity. This video lesson presents
psychosocial theories on late adulthood, including self theories, stratification theories, and dynamic theories.
Erikson viewed the crisis of this time of life as integrity versus despair, as older adults reflect back on their lives
with either a sense of satisfaction or disappointment. The video lesson discusses the importance of close friends,
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or the social convoy, and the value of remaining socially active in older adulthood. It concludes with a discussion
of quality of life, including the ability to engage in activities of daily life and instrumental activities of daily life,
and the importance of remaining actively involved in personally meaningful activities.
Study Guide: Lesson 26: Epilogue: Death and Dying
DVD
Living and Dying
Segment 1: Emotional Reactions to Death
Segment 2: Deciding How to Die
Segment 3: Social Context of Bereavement
Segment 4: Cycle of Life
Textbook
Chapter 26: “Epilogue: Death, Dying, and Bereavement”
DVD Notes: Accepting and preparing for death is the focus of this final lesson, which explores the stages of
adjustment to death proposed by Elisabeth Kubler-Ross. The video lesson discusses how preparing for one’s
death by having a will and/or an advanced directive can make the grieving process a bit easier on the surviving
family because the person dying has made his or her choices known. Culture and religion can have a profound
influence not only on an individual’s ability to accept and cope with his or her own mortality but also on
variations in how people choose to grieve the loss of a loved one. Finally, everyone deserves to die with dignity,
and the video lesson describes how hospice can help families achieve this.
General Education Goals:
1. Critical Thinking: To identify, define, analyze, synthesize, interpret, and evaluate ideas.
2. Information Literacy: To locate, evaluate, and use resources effectively.
3. Effective Communication: To develop, articulate, and convey meaning.
4. Ethical Awareness: To identify and make responsible choices in a diverse world.
5. Technological Literacy: To use tools skillfully.
Assessment:
Some student work may be collected for the purpose of assessment, including student competency in the general
education goals, the program, or the course.
Effective Fall 2014: Student E-Portfolio:
The instructor of the course will designate at least one graded assignment for possible inclusion in the student Eportfolio. Students applying for an AA, AS, AFA, AES, or AGE degree must document their learning outcomes
with a graded assignment for each of the five general education goals by the time of graduation. These five
assignments and a cover letter will be in the student E-portfolio in Canvas.
Special Needs Statement
McHenry County College offers support services for students with special needs. It is your responsibility to meet
with the Special Needs Coordinator and provide current documentation regarding a disability. Please call or stop
by the Special Needs Department, (815) 455-8676, Room A260, as soon as possible if you would like more
information about the accommodations that are available. In addition, it is important for you to discuss those
accommodations with your instructor so you are fully able to participate in this course. Please make me aware of
your needs and I will be happy to work with you. I can also assist if you would like more information about the
accommodations that are available through the Special Needs Department.
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Academic Integrity
As an educational community, McHenry County College values the pursuit of academic excellence and integrity.
In accordance with this philosophy and Chapter 10, Act 5 of the 1994 Illinois Community College Act, academic
dishonesty in any form, including cheating, plagiarism, and all other acts of academic theft, is considered
intolerable. Appropriate sanctions, up to and including suspension from the College will be imposed by
authorized College personnel. One important skill that you need to develop is the ability to distinguish between
your own ideas and those of other people. Although most obvious in cases where text is copied word for word,
plagiarism also includes copying ideas or arguments from one source and presenting them as your own.
Plagiarism can involve as little as copying a key phrase or sentence without acknowledging the source. It is
easy to avoid. Use quotation marks to indicate direct quotes. If you are presenting an idea or arguments that
you read somewhere else, give the person who first developed the idea credit for it. When in doubt, cite.
Copyright Policy
MCC will maintain current procedures and guidelines to ensure that all staff and students comply with applicable
copyright laws and other intellectual property protection laws. The College will encourage staff and students to
engage in the development of intellectual property and facilitate ownership protections with respect to such
development of intellectual property.
The College expects that staff and students will act responsibly and ethically in a manner consistent with all
copyright laws and College copyright procedures and guidelines. This policy authorizes the College to adopt and
maintain such procedures and guidelines necessary to ensure compliance with copyright laws and to facilitate
ownership protection with respect to the development of intellectual property.
Student Code of Conduct and the Judicial Process
Consistent with the MCC mission is an expectation that students will govern themselves in terms of appropriate
behavior with emphasis on self-respect and respect for others. It is the practice of the College to respect the
properly exercised rights of its students. The College recognizes a student’s rights within the institution to
freedom of speech, inquiry and assembly; to the peaceful pursuit of education; and to the reasonable use of
services and facilities at MCC.
MCC has adopted a Student Code of Conduct and judicial process to maintain a learning environment of respect,
civility, safety, and integrity for all members of the MCC community.
Whenever possible, sanctions for violations of the Student Code of Conduct may be educational in nature.
However, violations affecting the health and safety of members of the MCC community are deemed to be the
most serious. Therefore, acts of violence, threats or dangerous behavior are most likely to result in a suspension
from the College. Violations of the academic dishonesty policy may also result in suspension or expulsion from
the institution and/or reduced or failing grade.
Children on Campus
For the safety of children on campus, children (i.e., less than 16 years of age) are not permitted on campus
unattended by a parent/guardian, except when they are attending classes offered by MCC for children. The
College requires that no children be allowed into a classroom/laboratory environment, including the Testing
Center, Learning Center and computer labs, solely for the purpose of a parent/guardian to provide direct
supervision of his/her child.
Teaching Schedule
The scheduling of the activities and teaching strategies on this syllabus, but not the objectives or content, may be
altered at any time at the discretion of the instructor.
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Resources
Life Management
Several factors can influence a student’s behavior, and emotional state. The MCC Counseling Department offers
free, confidential counseling for any concerns you may be experiencing. You can contact the counselors during
regular business hours at (815) 455-8765, or drop by at A257. You can also contact the McHenry County Crisis
Program 24hour phone line at 1-800-892-8900 or visit www.mchenry-crisis.org.
Students who are concerned about another student's behavior or emotional state may consult with a MCC
Counselor for direction. Call (815) 455-8765 for an immediate appointment.
The following are useful resources available to you as a student at McHenry County College:
Advising and Transfer Center:
Phone (815) 479-7565; Office A257
www.mchenry.edu/ATC/Index.asp
Library:
Phone (815) 455-8533; Office A212
www.mchenry.edu/library
Counseling:
Phone (815) 455-8765; Office A257
www.mchenry.edu/counseling
Special Needs:
Phone (815) 455-8676; Office A260
www.mchenry.edu/specialneeds
Financial Aid:
Phone (815) 455-8761; Office A262
www.mchenry.edu/financialaid
Tutoring and Study Skills (Sage Learning
Center):
Phone (815) 455-8579; Office A247
www.mchenry.edu/sage
ADDITIONAL RESOURCES AND TIPS FOR SUCCEEDING IN THIS CLASS
Online Classes
• First, know that Self-Paced online classes are not for everyone. You’re not meeting with peers
and the instructor each week, so you need to be disciplined to fulfill the requirements of the class.
You will find that the online format is not necessarily easier. Stay on top of your work, use
good time management, and ask questions when in doubt are good policies to survive any
college course.
Communicate
• I appreciate knowing when something is going on in your life. It’s imperative when you’re going
to miss an exam/assignment deadline. If I don’t know your situation, I can’t help.
Learning the Material
• Know your learning style. Get to know how you learn and study best. Here’s a website that you
may find interesting to help with this. www.metamath.com/lsweb/dvclearn.htm
• Read early in the week. Reading early gives you a framework within which to understand and
follow discussion posts. Students who don’t read are often unfamiliar with the concepts/terms
we talk about and quickly get lost.
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•
•
•
•
If you can’t read early in the week, you still need to read. I’m in awe of students who are
dissatisfied with their grade on a test, after admitting to me that they didn’t have a chance to read
the material. You will find out that if you don’t read, rehearse and study, material gets lost.
Set realistic reading goals. Don’t try to do too much in one sitting. If you find yourself getting
distracted or bored, don’t just rush through it to be done. You won’t remember what you’ve just
read.
Take notes of your reading and go over them. You should make it a habit to go over (i.e.,
rehearse/study) your notes from your reading sometime the same day or as soon as possible. If
you take notes, use them. Consider quizzing yourself with study questions, flash cards, a friend,
etc.
Spread the word. An excellent way to remember “psychology” or material from other classes is to
tell other people about what you’ve learned. You’ll find the examples you tell your friends
and family are the ones you’ll remember.
Studying for the Exams
• Spread out your study. Research clearly shows that spaced study is far superior to cramming (it’s
also more pleasant). You should expect to spend about 2-3 hours reading/studying for every hour
you spend in class. That’s 6-9 hours a week for a traditional class (even more difficult with a 14
week summer class).
• Check out this web site for more information on being successful in this class and others:
www.uni.edu/walsh/linda7.html
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