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2018-19

Web Schedule Spring 2018


Revision Date: 25-Oct-17

PSY-2010-VO01X - Child Development


Synonym: 164608
Location: Online
Credits: 3 (45 hours)
Accelerated Section: This course has special meeting dates and times. See comments below or consult VSC Web Services - Search for Sections in the VSC portal for specific dates and times. If you have any questions call the site office offering the course.
Semester Dates: 01-23-2018 to 03-12-2018
Last day to drop without a grade: 02-01-2018 - Refund Policy
Last day to withdraw (W grade): 02-20-2018 - Refund Policy
Faculty: Erin Valentine | View Faculty Credentials
This course has started, please contact the offering academic center about registration
This section meets the following General Education Requirement(s):
Human Behavior
    Note
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please see consult with additional resources like your program evaluation, your academic program page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Browse the Moodle Site for this class.

Course Description:

A study of child development from conception to preadolescence. The course emphasizes physical, emotional, social, and cognitive growth of the child. Developmental theories and their practical applications will be examined.

Essential Objectives:

1. Discuss the processes of cognitive, motor, language, and social development from the prenatal period to adolescence.
2. Compare and contrast at least two theoretical approaches (behavioristic, psychoanalytic, cognitive, social behavior, etc.) and their applications.
3. Identify and discuss issues in child development arising from differences in gender, race, and class.
4. Discuss the interactions between genetic and environmental influences on the developing child.
5. Define the term "norm" and explain its role in the study of development.
6. Identify and describe recent developments in the field and discuss research methods typically used by the child development specialist.
7. Distinguish between fact and opinion, recognize unstated assumptions, and evaluate arguments according to the quality of supporting evidence in the literature.

Additional Instructor Pre-Assignments/Notes/Comments:

THIS IS A NO TEXTBOOK COURSE (so you can save some money and learn!). ALL LEARNING MATERIALS ARE PROVIDED (by the instructor) OR LINKED TO IN THE COURSE. THERE ARE VIDEOS TO VIEW EACH WEEKS SO A GOOD INTERNET CONNECTION IS IMPORTANT.

WRITING PROFICIENCY: It is expected that all written assignments reflect college level proficiency.  Your grade will be impacted, lowering your overall grade, if assignments are turned in containing multiple misspelled words, grammatical errors, and poor sentence structure.  It is advisable that you proofread your assignments, including discussion board comments, before turning them in.

CONDUCT & PLAGIARISM: This course strives to create a learning environment, which is respectful of the rights and dignity of all members of our learning community. Students are expected to conduct themselves in a collegial, respectful, and professional manner while participating in all activities associated with this course. Students are expected to exhibit behaviors and attitudes consistent with appropriate ethical standards, and to refrain from any fraudulent, dishonest, or harmful behaviors such as plagiarism, cheating, or harassment, which compromise the integrity of the course, fellow students, staff, and faculty. Therefore, in accordance with college policy, any student who knowingly participates in fraudulent academic work, including acts of cheating or plagiarism, will receive a failing grade for the course.

DISABILITY STATEMENT: Any student with a documented disability (physical, learning, or psychological) needing academic accommodations should contact the Disability Services Officer and inform the instructor of the documented disability within the first two weeks of the course.  All discussions will remain confidential. 
 

Methods:

•    Assigned readings, videos, and other multimedia
•    Whole-class and small-group online forum discussions
•    Midterm and final exams
•    Final course presentation

Evaluation Criteria:

Students are evaluated:
1)    weekly through whole-class or small-group discussion forum posts,
2)    twice during the semester via structured online exams, and
3)    once via a final presentation

Over the course of the semester students are evaluated using on a 100-point scale. Students gain points by participating in class activities and completing assignments. The point break down for the course evaluation methods is as follows:
   
52 points – whole-class and small-group discussions
30 points – midterm and final exams (15 points each)
18 points – final course presentation

Grading Criteria:

Student’s final course grades are determined using the following 100-point scale.

A = 93-100
A- = 90-92
B+ = 88-89
B = 83-87
B- = 80-82
C+ = 78-79
C = 73-77
C- = 70-72
D = 60-69
F = <60


A through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D: For any work to receive a "D", it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and adviser.

DISCUSSION FORUM GRADING:
Each week discussion forum prompts will be presented for students to respond to. Students’ responses to these prompts are graded on a 2-point scale (i.e. each forum response is worth 2 points toward the overall course grade).    

The grading criteria for the forum discussion posts are outlined below. Comments to other students are not graded, but are required. Students need to post at least 1 comment in each discussion forum each week. Half (½) a point will be deducted from the student’s forum grade for each missed comment.    

The following guidelines will be used in grading students responses to discussion forum prompts:

2 points = A
•    Assignment is carefully and systematically answered.
•    Responses illustrate the student has a thorough understanding of the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts, and the ability to relate the subject matter to their own experiences and /or other areas of knowledge.
•    Responses are thoroughly researched and referenced using APA format with at least one scholarly primary or secondary source cited.
•    Arguments, theories and conclusions are well developed and show evidence of critical thinking and reflection.
•    Writing is succinct with no spelling or grammatical errors.

1½ points = B
•    All major pieces of the assignment are responded to.
•    Responses illustrate the student understands the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts; limited ability to relate subject matter to their own experiences and/or other areas of knowledge.
•    Limited amount of primary or secondary research is cited; sources are not cited in APA-style.
•    Arguments, theories and conclusions are developed.
•    A small number of spelling and grammar errors may be present.
   
1 point = C
•    Student responds to most elements of the assignment.
•    Response illustrates basic understanding of subject matter.
•    There is little to no use of primary or secondary sources research; research is not cited at all.
•    Arguments, theories and conclusions are not fully developed.
•    Spelling and grammar errors impede the student's ability to communicate the main points of their argument.
   
½ point = D
•    Student responds to some elements of the assignment.
•    Response illustrates limited understanding of subject matter.
•    There is little to no research cited.
•    Spelling and grammar errors make it difficult for the student to communicate the main points of their argument.
   
0 point = F
•    Student does not respond to the components of the assignment.
•    Response does not illustrate an understanding of the subject matter.
•    No research is cited.
•    Spelling and grammar errors make it impossible for the student to communicate the main points of their argument.

Late work: All work submitted after the posted deadlines even if what is submitted is an otherwise well constructed post.

EXAM GRADING:
There are two online, open note, exams in this course.  The midterm exam will cover reading, video and multimedia material from the first 7 weeks of the course. The midterm must be completed and submitted by midnight on Sunday of the 8th week of the course. The final exam will cover reading, video and multimedia material from the 9th to the 14th weeks of the course. It will be available to students during the 14th and 15th weeks of the course and must be completed and submitted by midnight on Sunday of the 15th week of the course. Each exam is worth a total of 14 points toward the overall course grade. Exams that are not completed by the deadlines will receive a score of 0.

COURSE PRESENTATION GRADING:
The final course presentation is designed to be an independent learning experience that students work on throughout the semester and then present to the class during the last week of the course. The course project is meant to assess the degree to which students have mastered and synthesized the subject matter of this course. The final course presentation can be on the topic of the student’s choosing, within the broad field of child development. It will be graded with regard to the student’s ability synthesize and creatively present information, as well as to follow the following guidelines.

Students must to select one age group to highlight (i.e. infants, early childhood, middle childhood, etc.) and a target audience for their presentation (e.g. parents, medical professionals, educators, etc.).  The presentation is then to be designed to provide information (learned in the course and through outside reading) around these two parameters. This “professional presentation” should focus on important aspects of development (i.e. cognitive, physical development, educational, temperament, etc.) as they relate to the selected age group and intended audience of the presentation.

For example, one might select infants as an age group and dietitians for an audience to focus the presentation around. In this case the presentation would emphasize how food and nutrition is connected to physical, cognitive, and social-emotional growth and development. As additional examples, previous titles for presentations completed by students have included: Early Childhood Development – What Parents Should Know, What Nurses Need to Know about The Benefits of Breastfeeding, How Type 1 Diabetes Effects Children, Information for Teachers, Cyber Bullying - What Parent Need to Know to Prevent Potential Deadly Consequences in Early Adolescence.
 
Completed presentations needs to be presented in PowerPoint, Prezi, PowToon, Keynote, or a similar slide-based media. Presentations need to be both emailed to the instructor and posted to the discussion forum during the last weeks of the semester (see week-by-week syllabus for deadlines).

Presentations need to be a minimum of 15 slides and no more than 30 slides.  The first slide of the presentation should be the title slide, which includes the student’s name. The final slide of the presentation should be entitled ‘References’ and must list a minimum of 5 references that were used in researching the topic.  Acceptable references include: books, journal articles, and scholarly news reports.  Websites are NOT to be used as references for this project.  Websites cannot be relied upon as reputable sources for this project. Students must properly cite all references (both in the presentation, as necessary, and on the ‘References’ slide) using APA format.

This project is worth a total of 18 points toward the student’s final course grade. 
 

Textbooks:

Spring 2018 textbook data will be available on December 4. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

The last day to use a Financial Aid advance to purchase textbooks is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Contact Faculty:

Email: Erin Valentine
Hiring Coordinator for this course: Jeremy Vaughn

Attendance Policy:

Attendance and participation are key components of this course; in fact this course is dependent upon student participation and collaboration.  In order to participate in this course, students must be in attendance. Attendance is equivalent to making the required comments in the weekly discussion forums.  Each student is expected to contribute actively on a weekly basis. If a student is not present in at least one of the discussion forums during the week (Tuesday-Sunday) they will be considered absent for that week. Posting to a forum after the week is over will not change this absence. Additionally, posts submitted after the weekly deadlines receive a grade of 0, regardless of the quality of the post. These attendance and participation guidelines are in place to help facilitate discussion, shared learning, and cohesiveness in the course.  If a student anticipates being unable to participate in a weekly discussion forum, the student must discuss his/her absence with the instructor as soon as possible in order to determine if an extension can be granted.  Extensions are never granted after the deadline to post has passed (i.e. don’t wait until after the week is over to let the instructor know why you were absent).  Arrangements can often be made to address absences in the forums if students are proactive about contacting the instructor as soon as possible before the end of the weekly discussions. 

Please note that weekly attendance is required and necessary in order to pass this course. Failure for the entire course will occur if a student is absent from three or more weeks of class discussions. Attendance is also required for release of student loan payments and is submitted to the college on a weekly basis.

Syllabus:

'At CCV all class weeks begin on Tuesday. In accordance with this policy, our class week begins on Tuesday each week and ends on Monday. Certain assignments are due on specific days of the week, be sure to be aware of when your posts are due. '

Week 1

Assignments

Read all important course documents and explore the class website (i.e. click on links, resources, documents, etc.)

Post an introduction about yorself to the class

Read/watch articles, Power Points, and videos on this week’s topic: Theories of Child Development & Nature vs. Nurture

Post to the discussion forums on Theories of Child Development by Friday at midnight

Respond to at least two classmate/instructor questions/comments by Monday at midnight

 

Week 2

Assignments

Read/watch articles, Power Points, and videos on this week’s topic: Research Methods in Child Development & How Learning Happens

Post to the discussion forums on Research Methods on Child Development by Friday at midnight

Respond to at least two classmate/instructor questions/comments by Monday at midnight

 

Week 3

Assignments

Read/watch articles, Power Points, and videos on this week’s topic: Prenatal Development, Birth, & Infant Development

Post to the discussion forums on Prenatal Development and Birth by Friday at midnight

Respond to at least two classmate/instructor questions/comments by Monday at midnight

 

Week 4

Assignments

Read/watch articles, Power Points, and videos on this week’s topic: The Life of a Toddler & The Preschool Years

Post to the discussion forums on The Life of a Toddler & Preschooler by Friday at midnight

Respond to at least two classmate/instructor questions/comments by Monday at midnight

Complete mid-term examination by Sunday at midnight

 

Week 5

Assignments

Read/watch articles, Power Points, and videos on this week’s topic: Development in Primary School

Post to the discussion forums on Development in Primary School by Friday at midnight

Respond to at least two classmate/instructor questions/comments by Monday at midnight

 

Week 6

Assignments

Read/watch articles, Power Points, and videos on this week’s topic: Development into Preadolescence & Adolescent Development

Post to the discussion forums on Development into Preadolescence by Friday at midnight

Respond to at least two classmate/instructor questions/comments by Monday at midnight

 

Week 7

Assignments

Submit completed course presentation to instructor by email and to the class forum by Tuesday at midnight

Read/watch articles, Power Points, and videos on this week’s topic: Cultural Differences in Development & Atypical Child Development

Post to the discussion forums on Cultural Differences in Development by Friday at midnight

Respond to at least two classmate/instructor questions/comments by Monday at midnight

Complete final examination by Sunday at midnight

Complete CCV Course Final Evaluation by Monday at midnight

 

*The instructor reserves the right to alter activities in order to meet course objectives.

 

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

To check on space availability, choose Search for Classes.


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