Human Development and Adjustment



COURSE SYLLABUS

 

University Information:

Marshall University Graduate College

100 Angus E. Peyton Drive

South Charleston, WV 25303

Toll Free: 1-800-642-39842 or (304) 746-1900

 

Course Title and Number: Human Development and Adjustment, COUN 602-231 CRN 2064

 

Semester and Year: Summer 2009

Course Meeting Dates and Location:

One Live Class: Tuesday, May 26, 2009, 7:00 – 9:15 pm,

Room 137 KANGC (Admin. Bldg), MUGC Campus, South Charleston,

We’ll address syllabus, policies, instructions, rubrics and questions.

The rest of the course will be completely on-line

Tuesday, May 26, 2009 – Friday, August 14, 2009

 

Instructor: Carol Mitchell Smith, PhD, LPC, NCC, BCPCC

Office: Room 244 KANGC (Administration Building)

Office Hours: Mon – Thurs, 9:00ish am - 2:00ish pm or by appointment

Office phone: (304) 746-1921

Marshall E-mail: mitchellsmi1@marshall.edu (that’s a #1 before the @; not an “el”)

If needed, please send an e-mail or call to arrange a mutually convenient appointment.

 

Text Information

Required Text:

Human Development, Diane E. Papalia, Sally Wendkos Olds, and Ruth Duskin Feldman, McGraw-Hill, Eleventh Edition/2009, ISBN-9780073370163 (hardcover). Cost: $135.

Recommended Text:

Publication Manual of the American Psychological Association. APA. Alexandria, VA. 5thEdition/2001, 1-55798-791-2. Cost: $25.00

Computer Requirements:

A significant portion of the grade for this course is dependent upon the use of computers.

-- Windows 2000 SP4, XP SP2 or Vista SP1 or above, or Mac OS 10.3 or above

-- 1 Gzh Pentium or above, 256 MB RAM

-- Modem: 56Kb or above; Broadband DSL, Cable, or Satellite Preferred

-- A printer is recommended

-- CD-ROM/DVD-ROM, Sound Card/Microphone are required for some courses

-- Screen Resolution of at least 1024 x 768 (XGA)

-- Multiple Plug-ins, Antivirus, Spyware, Firewall

-- Familiarity with the Internet Explorer, MS Word, WordPerfect, and MS Power Point

Visit the Computer Requirements Recommendations page for more information:



Course Description:

This course will explore human growth/development from early childhood through late adulthood, including death and bereavement. This course explores theories of character development, social maturation, abnormalities and variations in development due to gender, culture, and environmental factors. Emphasis is on the integration of cultural, psychological, sociological, physiological, and development theories with the counseling profession. The change process, helping relationships, and strategies for facilitating development appropriate to various phases of the life span will be addressed. The course will also address legal, ethical, and multi-cultural issues related to human development and research.

 

Credits: This course is 3 credit hours.

Prerequisites: Program admission or permission

Course Website:

Desired Learner Outcomes/Objectives:

The student will be able to:

1. Compare and contrast theories of individual and family development and transitions across the life span;

2. Critique theories of learning and personality development, including current understandings about neurobiological behavior;

3. Distinguish effects of crises, disasters, and other trauma-causing events on persons of all ages;

4. Explain theories and models of individual, cultural, couple, family, and community resilience;

5. Describe a general framework for understanding exceptional abilities and construct strategies for differentiated interventions;

6. Classify human behavior, including an explanation of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;

7. Paraphrase theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment

8. Illustrate theories for facilitating optimal development and wellness over the life span.

Evaluation/Measurement/Assessment of Learner Outcomes:

This course requires substantial reading, studying, written expression, discussion, research, and time management. Pace yourself. You should have developed good writing and study skills by now. I believe you are in this program and course by choice, and want to be here. In order to succeed in this course, you must study, demonstrate skills in critical thinking and written expression, work diligently on assignments, and participate in class discussions every week.

Consider now whether you have the time and resources available to complete this course successfully. “Count the cost” now; anticipate committing at least 10-15 hours per week to this course. If you are unable to do this, seriously consider re-registering when your schedule and energy permit you to make the commitment this course requires. If you have a serious, life altering emergency, contact me at your earliest opportunity and we will work it out.

Assignments are due by the given deadline. Failure to submit an assignment in the appropriate manner by the deadline will result in a zero. “Appropriate manner” means submitting the accurate file or content by the deadline to the accurate area of the course website. All assignments are due by 11:59 pm Eastern Time of the assignment due date. Late assignments are not accepted in any form. They will not be acknowledged, opened, commented-on, or graded. This policy is not open to appeal.

A class calendar is provided in the Course Chart (see below), and on the course website to facilitate deadline awareness.

Grade points are earned for the following activities:

1. Attendance at live class meeting during second week of semester (60 points; all or nothing)

2. Brief biography (40 points; all or nothing)

3. Discussion Participation (3 Discussion Modules, 100 points each; 300 points total)

For Learning Modules 1 (Research), 3 (Adolescence), and 5 (Older Adulthood/End-of-Life), you are required to post a substantial and original discussion submission to each relevant module’s discussion questions. You are required to read all other students’ original postings, and reply meaningfully to at least two other students’ original postings. Submission of meaningful postings beyond these expectations will earn a higher score. By “meaningful” I mean at least 75 words that 1) develop the conversation and 2) reflect critical analysis, mutual respect and encouragement. I do NOT mean brief, “lightweight piffle” such as “I agree with you!” or “Great posting!” or “You’re full of pudding!” or “Thanks for your thoughts.”

4. Movie Treatment Plans (3 Movie Plans, 100 points each; 300 points total)

For the other three Learning Modules (2 Middle Childhood; 4 Young Adulthood; and 6 Late Adulthood/End-of-Life) you will be assigned a choice of movies to analyze -- from a counseling perspective based on the relevant developmental stage under consideration. Note that these are NOT movie reviews OR summaries. I do not want plot summaries of the movies, since I am already familiar with all of them. Rather, I am looking for analytical thought about the movies from both “human development” and “counseling” perspectives. Specific instructions, relevant movie lists, and grading rubrics on the movie analysis assignments can be found under the relevant Learning Module links.

Yes, you’ll have to pay to rent three movies. That’s why only one book (rather than two or more) is a required text for this course. If renting three movies is beyond your budget, consider combining resources with one or two other students.

4. Four Experiential Labs (100 points each; 400 points total)

You will complete four live, on-site laboratory observations. Please see individual Experiential Lab instructions and Grading Rubrics under the relevant Learning Modules (2 Middle Childhood, 3 Adolescence, 4 Young Adulthood, and 6 Late Adulthood/End-of-Life) on the course website.

5. Topical Power Point Project (300 points total):

Reference List (in strict APA style): 50 points

Topical Power Point Project: 250 points

By the end of Week 2, you will select an initial topic, a specific audience, and specific intent for the Power Point Project (PPP). The topic and intent must relate to professional counseling. You will begin researching the project. By the end of Week 5, in response to the direction taken by your research, you will submit a final topic, audience, and intent. You will continue research, design, and development of the project throughout the semester.

For example, I may initially choose to do a PPP on the experience of grief for children aged seven to ten, addressed to parents, to help parents understand how children’s grief differs from adult grief. I would then research the experiences of grieving children. After initial research, I focus my topic on the impact of pets’ deaths (frequently a child’s first bereavement experience) on early school-aged children. My audience becomes teachers, with the intent of helping them support bereaved children in the classroom.

Please indicate your intended audience and purpose for the presentation, and then tailor your presentation to that audience and purpose. For example, if I am addressing other counseling professionals, I will include diagnostic considerations, intervention techniques, and where to find adjunctive assistance for treatments in the PPP. I would employ more clinical, technical language. On the other hand, if I am presenting to parents, I will include information on when to seek professional help, where to find support groups, etc. I would use more accessible, parent-friendly language.

You will identify the topic, intended audience, and purpose on the first slide of your presentation. You will submit the PPP as a file to the assignment drop box in the course website. You will then share the PPP file in the designated PPP Discussion Module so that all students can see all PPPs. Directions for uploading the PPP into the PPP Discussion Module on the course website will be included in the assignment instructions.

Specific instructions and grading rubrics for both the PPP and the reference list in APA style are posted under the “Assignments” link for the course.

6. Non-cumulative exams (200 points for each exam; 600 points total):

Exam 1: Chapters 1, 2, 8, & 10 (100 questions, 2 points each; 200 points total)

Exam 2: Chapters 11, 12, 13, & 14 (100 questions, 2 points each; 200 points total)

Exam 3: Chapters 15, 16, 18, & 19 (100 questions, 2 points each; 200 points total)

Total Class Points: 2000

Grading Policy:

The university employs the following grades:

A - For achievement of distinction (i.e., “above and beyond the call”).

B - For competent and acceptable work.

C - For below average performance. (No more than six hours of C may be applied toward a degree.)

D - For patently substandard work. (No grade of D may be applied toward a degree.)

F - Failure, given for unsatisfactory work.

Grades in this course are earned according to a point system:

 A = 1880 - 2000 points (94-100%)

 B = 1760 - 1879 points (88-93%) 

 C = 1640 - 1759 points (82-87%)

 D = 1520 - 1639 points (76- 81%)

 F = 1519 points or below (0 - 75%)

1. Grading rubrics are used for each written assignment in the course, and are available for review at the start of the semester.

2. A wise student regularly and repeatedly consults both the assignment instructions and the grading rubric criteria while preparing assignments.

3. If you follow the instructions and provide all required elements, your work will be considered competent and acceptable. It will meet expectations for the assignment on the assignment grading rubric, and subsequently will earn a “B” score.

4. In order to earn an “A” score on an assignment, the work must exemplify an achievement of distinction. That means the work must exceed expectations so much so that the submitted work is distinctly excellent, “above and beyond the call,” and easily recognizable as a worthy example of outstanding work. It means that the student has contributed “more and better” than the assignment required.

5. Marshall University does not use grades with pluses or minuses.

6. I do not “round up” or “round down” when assigning final grades. A score total must be within the indicated point range in order to earn the indicated grade. In other words, in this course, 1879 points equals a “B,” not an “A;” 1880 points equals an “A,” not a “B.”

7. Grades of “I” or “incomplete” will not be extended in this class. Keep careful track of your progress in the course. If you find you are unable to keep up, you may want to consider withdrawing until you are able to give the course the time, attention, and effort it requires.

8. The grades are earned by adding the points available for each assignment, then comparing the point total to the course grading scale.

9. The due dates are the due dates. I do not accept late assignments under any circumstances. This policy is not open to appeal.

10. All submitted work is FINAL. Your submissions should reflect your best professional effort. If you mistakenly submit a draft, that draft becomes your final submission. If you mistakenly submit the assignment to the wrong drop box, or post your discussion message in the wrong discussion forum, it will not be accepted, opened, acknowledged, or graded. You will not receive credit for the assignment. If you send your “corrected” assignment via e-mail, it will not be accepted, opened, acknowledged, or graded. You will not receive credit for the assignment. As severe as this sounds it is fair to the students who ARE able to submit their work properly, accurately, and on time. This policy is not open to appeal.

11. I believe that all student work will be submitted on time, accurately, and of appropriate scholarly quality. “Appropriate scholarly quality” means:

a) substantial evidence of rigorous original critical thought, and personal command of the topic, including anticipation of opposing viewpoints; For more on “critical thinking,” review Marshall University’s webpage on the topic:

b) appropriate references to recognized authorities on relevant topics;

c) precision and clarity in writing. For more on “precision and clarity,” review Chapter 2 of the Publication Manual of the American Psychological Association, 5th Edition;

d) appropriate conceptualization and organization of topics, including smooth transitions between topics;

e) proper grammar, syntax, word usage, spelling and punctuation;

f) clarity in format; including student and assignment identification, headings and page numbers.

For assistance in achieving appropriate scholarly quality, please consult the Writing Resources at the Marshall University Writing Center:



and Purdue University’s Online Writing Lab (OWL) website:



12. I believe you will exercise full academic integrity in this course. By academic integrity, I mean that the work you submit will be your own original work, your best work, and your complete work. I believe you will be honest, attentive to detail, and refuse to lie, cheat, steal intellectual or real property, or commit fraud or plagiarism (knowingly or unknowingly). Please see Marshall University’s full policy on academic integrity starting on page 105 in the Marshall Student Handbook at Student Handbook, and, starting on page 59 in the 2006-2008 Marshall University 2006-2008 Graduate Catalog. You are responsible for understanding and abiding by Marshall’s policies on Academic Integrity and Dishonesty. Ignorance of the policies is no excuse.

13. Do not schedule elective surgeries, vacations, home renovations, family events, etc. in such a way that they prevent you from meeting any assignment deadline in this course. If you cannot reschedule a personal event, you should consider dropping this course until you can give the course the attention it requires. If you miss an assignment, you will not receive credit for it, or an opportunity to submit late.

14. If, during the semester, you experience a serious, life-disruptive event (for which you can provide documentation if asked), contact me at your earliest opportunity and accommodation will be made. Accommodation typically is one extra week (7 calendar days) from the due date in which to complete the relevant assignment(s) or exam. Examples of serious, life-disruptive events are death of a close family member (such as parent, spouse, sibling, child), or unanticipated, sustained hospitalization of yourself or a close family member who requires your attendance (such as parent, spouse, or child).

Plagiarism Policy/Academic Honesty/Academic Integrity:

Academic integrity is among my highest priorities as an educator and scholar. It is central to the mission of any institute of higher learning, and is a fundamental responsibility of all students, scholars, and professors.

I believe you will act with complete, unwavering, and uncompromising personal integrity regarding your scholarship in this and any other class at Marshall University. You should be familiar with your profession’s code of ethics and abide by it now.

Plagiarism (submitting as one’s own work any oral, graphic, or written material wholly or in part created by another), through purposeful action, oversight, or inattention, is a form of academic dishonesty. Plagiarism includes stealing ideas, the order of presentation of ideas, and the over-use of paraphrasing. Princeton University provides an excellent website that defines and addresses the issue of plagiarism. I highly recommend that you spend considerable time with this website and understand clearly that I am “old school.” I hold to the most conservative, strict, and narrow definitions of plagiarism. Princeton’s site on plagiarism:

The sanctions academic dishonesty in my course are:

1. First instance of academic dishonesty results in a failing grade for the assignment.

2. Second instance results in a failing grade for the course, and revocation of course access.

If an example of plagiarism or academic dishonesty is egregious, the student should expect to be charged formally.

If you do not know how to give appropriate academic credit for someone else’s words or ideas, please review the Publication Manual of the American Psychological Association, 5th Edition, and its extensive sections on Reference Citations, Reference Lists, and Ethical Standards for Reporting and Publishing of Scientific Information. Also, refer to the APA’s website on publication style:

Please refer to the following links for Marshall University’s policies on plagiarism and academic integrity: Graduate Student Handbook and 2006-2008 Graduate Catalog.

Turnitin: “Turnitin” is an on-line resource that provides a robust, reliable, and effective deterrent to plagiarism in students’ written assignments. Students will pass their assignments through the Turnitin tool before they submit them for credit in the course. Directions for Turnitin are included under the Helpful Hints link from the course home page. Assignments with a Turnitin “Similarity Index” of more than 10% must be revised before submission to the assignment drop box. Submitted assignments with a Similarity Index of more than 10% will earn zero credit and cannot be re-submitted.

Furthermore, students’ own ideas and synthesis/analysis of others’ ideas take precedence over gathering and arranging quoted material in written assignments. Written assignments in which quoted material constitutes more than 19% of the text (as measured by MS Word’s “word count” tool) will earn zero credit and cannot be re-submitted.

Prohibition of Wikipedia and Similar Sites: Wikipedia’s disclaimer page says: "Please be advised that nothing found here has necessarily been reviewed by professionals with the expertise required to provide you with complete, accurate or reliable information. That is not to say that you will not find valuable and accurate information in Wikipedia; much of the time you will. However, Wikipedia cannot guarantee the validity of the information found here. The content of any given article may recently have been changed, vandalized or altered by someone whose opinion does not correspond with the state of knowledge in the relevant fields." ( disclaimer)

Because the veracity of information on Wikipedia (and similar sites) cannot be established, the use of these sites as references in any submitted written assignment is strictly prohibited. Use of and reference to these websites is acceptable for Discussion postings, but not for submitted assignments. Use of these sites will result in a 5-point deduction per occurrence in any written assignment for this course.

Policy Statement on Major Projects, Examinations, and Other Assignments (due dates, make-ups):

1. I believe and expect that all assignments will be submitted accurately, on time, and represent your best personal effort.

2. I do not accept late assignments under any circumstances.

3. I do not provide extra credit assignments.

4. I believe you will follow carefully and fully the assignment instructions in this class.

5. I believe you will include all required elements in any given assignment.

6. I believe that submitted assignments will be your own personal work, your original work for this class, your best work, and your honest work.

7. I believe you will demonstrate active, not passive learning. That is, I believe you will exercise initiative in the course. Please understand that grades are earned, not given. Do not expect more than minimum scores for minimum effort. Rather, exceed the expectations of the assignment.

8. You are required to take all examinations. If you miss an examination, you will earn zero credit for the exam. No exceptions.

Attendance Policy:

I believe you will attend the first live class meeting, and will participate regularly and fully in the course Discussion Modules. Participation includes required postings as well as demonstrated interaction with fellow students in an effort to foster a community of learners, and to encourage a spirit of academic excellence and achievement.

Students’ presence in the course will be measured weekly. Students will log onto and participate in the web course at least two days each week. An absence of five consecutive calendar days from the course website is the equivalent of one absence in a traditional, face-to-face weekly course. One absence is allowable in this course. When a student accumulates two absences, the student will earn a zero for the course.

Inclement Weather Policy:

Inclement weather will not normally affect the functioning of courses on line. Inclement weather does not normally change course availability and deadlines.

Marshall University Graduate College announces delays or cancellations by:

(a) local media (TV and radio) of Charleston, West Virginia;

(b) MUGC telephone system (304) 746-2500; and

(c) University web site, at

Policy for Students with Disabilities:

Marshall University is committed to equal opportunity in education for all students, including those with physical, learning and psychological disabilities.  University policy states that it is the responsibility of students with disabilities to contact the Office of Disabled Student Services (DSS) in Prichard Hall 117, phone 304-696-2271 to provide documentation of their disability.  Following this, the DSS Coordinator will send a letter to each of the student’s instructors outlining the academic accommodation he/she will need to ensure equality in classroom experiences, outside assignment, testing and grading.  The instructor and student will meet to discuss how the accommodation(s) requested will be provided.  For more information, please visit or contact the Office of Disabled Student Services at Prichard Hall 117, phone 304-696-2271.

Social Justice:

No student will be discriminated against on the bases of race, sex, ethnicity, age, sexual orientation, social class, physical or learning abilities, or differing viewpoints on course topics. I view each student as a valuable part of this class.

Course Philosophy and Themes:

On Graduate Studies: Graduate school differs from undergraduate studies. While you may have found it easy to “breeze through” your undergraduate studies, you may find graduate work to be surprisingly difficult. Graduate courses abound with motivated, talented, high-achieving individuals who have significant personal investment in their programs of study. While you may have distinguished yourself easily from your peers in college, you will have to strive more conscientiously in order to “shine” in graduate school. You are no longer a student, but a scholar.

There is substantially more reading in graduate school than in college. You will encounter increasingly complex material that must be synthesized, analyzed, and evaluated (rather than memorized and regurgitated in uninspired writings or exam answers). You are required to demonstrate not just knowledge of, but mastery of course content (hence the phrase, “Master’s degree”). In order to succeed, you will read more, think more, study longer, work smarter, and commit significantly more effort to each course. Your written submissions must demonstrate not only command of expression, grammar, and syntax, but also significant skills in recognizing patterns and connections, conceptualization, synthesis, analysis, and evaluation of material, as well as comfort with multiple viewpoints, and interrelated layers of meaning.

The development of conceptualization, synthesis, analysis and evaluation are essential for success in graduate school. This is distinct from the “bulimic” approach to “learning” [as some may call it] that you may have previously encountered. You are preparing for life as licensed professionals, and will be regarded as experts in the field. Therefore, I believe you will think and behave professionally, ethically, and with personal discipline, commitment, and integrity now.

On Learning: I promote a vibrant learning culture, in which we all energetically participate in the learning process. Graduate school is a “community of learners,” and I encourage you to foster its development. This requires dedicated interaction by both instructor and students. We must metaphorically “own” the course at a personal level. I am responsible for effective teaching methods, appropriate course content, and a variety of learning tools. However, true understanding and command of the subject can be achieved only if you commit to the course, respond responsibly to instructor direction and constructive feedback, and apply the learning tools. I do not want you to memorize material for the sake of earning a score. I want you to absorb, process, and master content for the sake of your future clients and the profession you will represent.

Learning is not about “getting a grade” or maintaining a GPA. The effort here is intended to equip you to become professional counselors, and foster competent service to your future clients. It’s not about you or me. Rather, it’s about your future clients and the future of our profession. In the words of the U.S. Army, strive to “Be the best you can be.”

On Critical Thinking: The employment of analytical, critical thought is tragically lost in education. Effective counseling is predicated on critical thought regarding core areas of case conceptualization, treatment planning, seeing connections, patterns and inconsistencies in clients’ stories, and helping clients to make meaning of their experiences. Critical thought is not “criticism” or punitive. Rather, it is analytical, thoughtful, reflective, courageous, humble, fair-minded and well-rounded. It considers events and issues from numerous perspectives, anticipates disagreement and opposing arguments, foresees logical conclusions, and promotes problem solving, accord, and continuing intellectual development. I actively promote the development of critical thought in all of my teaching and supervisory efforts.

On Human Development and Counseling: Human Development is the study of life - its milestones, transitions, meanings, and potentials from the cradle to one’s last breath. This particular course purposely begins with early childhood rather than infancy because the majority of our clients present no earlier than at elementary school age.

As we consider the various stages in human development, it is essential to relate these stages and their relevant issues to the profession of counseling. A good place to start with a counseling client is to consider prima facie issues for that client. For example, relevant issues for a 3rd grade girl will be substantially different from those of her 17-year-old brother, and his will be substantially different from those of his 48-year-old father.

Command of human development, the change process, the impact of trauma and developmental crises, resilience, and the process of meaning making, equips the professional counselor with a nuanced and sensitive understanding of the context from which clients present for counseling. The study of Human Development provides counselors with an appreciation for clients, their embedded contexts and systems, as well as the dynamic interplay among internal and external conditions. Finally, study of Human Development provides the counseling student an opportunity for self-reflection, self-evaluation, and self-understanding in the process of developing into an expert provider of services as professional counselors.

Course Outline/Weekly Schedule:

|Week |Assignments |Relevant Course |Due by 11:59 pm on |

| |(All chapter assignments refer to the Papalia/Olds/Feldman course |Objective |SUNDAYS |

| |text) | | |

|Week 1 |Read Chapter 1 |1, 2, 6, 8 |01-18-09 |

|starts | | | |

|01-12-09 | | | |

| |Submit Brief Biography |2, 3, 4, 6 |01-18-09 |

| |Read Chapter 2 |1, 2 |01-25-09 |

|Week 2 | | | |

|starts | | | |

|01-18-09 | | | |

| |Select initial PPP Topic and Audience |1 - 8 |01-25-09 |

| |Complete Research & Ethics Discussion |1, 2, 3, 5, 8 |01-25-09 |

|Week 3 |Read Chapter 8 |1, 2, 5, 6, 8 |02-01-09 |

|starts | | | |

|01-25-09 | | | |

| |Submit Movie Treatment Plan #1 (Early Childhood) | 1, 3, 4, 6, 8 |02-01-09 |

| |Submit Field Laboratory #1 (Early Childhood) |1, 3, 6 |02-01-09 |

| | |4, 5, 6, 8 |02-08-09 |

|Week 4 |Read Chapter 10 | | |

|starts | | | |

| | | | |

|02-01-09 | | | |

| |Complete Exam 1 on Chaps 1, 2, 8 & 10 |1 - 8 |Exam is open Sun 02-01-09|

| |(Study, Theory, Research, and Early Childhood) | |through Sun 02-08-09 |

|Week 5 |Read Chapter 11 | |02-15-09 |

|starts | |2, 7, 8 | |

|02-08-09 | | | |

| | | | |

| |Submit Field Laboratory #2 (Adolescence) |1, 3 |02-15-09 |

| |Complete Adolescence Discussion |2, 3, 7, 8 |02-15-09 |

|Week 6 |Read Chapter 12 | | |

|starts | | |02-22-09 |

|02-15-09 | | | |

| | |2, 7, 8 | |

| |Submit focused PPP Topic, Audience & Intent |1 – 8 |02-22-09 |

| |Submit Movie Treatment Plan #2 (Young Adulthood) |3, 5, 7, 8 |03-01-09 |

|Week 7 |Read Chapter 13 |2, 5, 8 |03-01-09 |

|starts | | | |

|02-22-09 | | | |

| |Submit Field Laboratory #3 (Young Adulthood) |2, 5, 8 |03-01-09 |

| | | | |

|Week 8 |Read Chapter 14 |1, 2, 6 |03-08-09 |

|starts | | | |

|03-01-09 | | | |

| |Complete Exam 2 on Chapters 11, 12, 13 &14 (Adolescence and Young |1 - 8 |Exam is open Sun 03-01-09|

| |Adulthood) | |through Sun 03-08-09 |

|Week 9 | |1, 3, 5, 6, 8 |03-15-09 |

|starts |Read Chapter 15 | | |

|03-08-09 | | | |

| |Complete Middle Adulthood Discussion |1, 3, 4, 8 |03-15-09 |

|Week 10 | |1, 3, 5, 6, 8 |03-22-09 |

|starts |Read Chapter 16 | | |

|03-15-09 | | | |

|Week 11 | |

|Starts |SPRING BREAK 03-22-09 to 03-29-09. ENJOY! |

|03-22-09 | |

|Week 12 starts |Read Chapter 18 |1, 3, 5, 6, 8 |04-05-09 |

|03-29-09 | | | |

| |Submit Laboratory #4 (Older Adulthood) |1, 3, 4, 6, 8 |04-05-09 |

|Week 13 starts |Read Chapter 19 | |04-12-09 |

|04-05-09 | | | |

| |Submit Movie Treatment Plan #3 (Old Age/End-of-Life) |1, 3, 5, 8 |04-12-09 |

| |Submit Power Point Reference list |1 - 8 |04-12-09 |

|Week 14 |Submit Topical PowerPoint Presentation |1 – 8 |04-19-09 |

|starts | | | |

|04-12-09 | | | |

|Week 15 |Complete Exam 3 on Chapters 15, 16, 18 & 19 (Middle and Late |1 - 8 |Exam is open Sun 04-19-09|

|Starts |Adulthood, and End-of-Life) | |through Sun 04-26-09 |

|04-19-09 | | | |

|Week 15 |Complete Course Evaluation | |05-03-09 |

|starts | | | |

|04-19-09 | | | |

Questions:

If you have any questions regarding this syllabus, please do not hesitate to contact me.

I strongly encourage you to use the course e-mail tool. That way, I can keep track of all student messages relative to this course in one place.

You may also contact me by phone (304-746-1921 office [preferred]; 304-344-1123 home; or by Marshall e-mail: mitchellsmi1@marshall.edu (that’s a #1 before the @ symbol, not an “el”).

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