PSY241.71P – Developmental Psychology (3 Credit Hours)
Piedmont Community College – Summer 2009
Instructor: Sheri Narin
Office: L130 Person County Campus
Phone: 336-599-1181 (ext. 424)
E-mail: narins@piedmontcc.edu
Website: http://www2.piedmontcc.edu/faculty/narins
Textbook: Exploring Life-Span Development 1/e, by Berk, ISBN 0-205-57218-9 for package with access to MyDevelopmentLab Course Compass.
Other Required Materials: Your module outlines/notes will be made available on Blackboard. You will need to get on the internet, type in the link (http://bb9.piedmontcc.edu/) in the web address/URL bar at the top (no www) find your course (PSY241), go to the module and you will find all the materials for that module. If you do not have a home computer, you can access the site on the available computers at PCC. You can also obtain help from the distance learning staff. Access to MyDevelopmentLab is also required.
Course Description: This course is a study of human growth and development. Emphasis is placed on major theories and perspectives as they relate to the physical, cognitive, and psychosocial aspects of development from conception to death. Upon completion, students should be able to demonstrate knowledge of development across the life span. This course has been approved to satisfy the Comprehensive Articulation Agreement general core requirement in social/behavioral sciences.
Prerequisites/Corequisites: PSY150
Although not a prerequisite, I would strongly suggest that students enrolled in this class are comfortable with writing (for both testing and writing assignments) and obviously the Internet.
Course Objectives: By the end of the semester, each student should be able to:
1) Describe the life-span developmental perspective.
2) Identify career opportunities within developmental psychology.
3) Differentiate among various theories of development.
4) Describe prenatal development and the birth process.
5) Analyze physical, cognitive, and socio-emotional development during infancy.
6) Analyze physical, cognitive, and socio-emotional development during childhood.
7) Analyze physical, cognitive, and socio-emotional development during adolescence.
8) Analyze physical, cognitive, and socio-emotional development during adulthood.
9) Describe cultural contexts, attitudes, psychological aspects, and coping as they relate to death.
Instructor Response and Availability:
Because this is a summer course, I am not on campus regularly, although I plan to be on campus at least once a week, and there will also be at least one virtual office hour each week.
The following is a list of ways you can contact me and the expected time of response. My preferred method of contact is through email.
Email: narins@piedmontcc.edu. You can email me through blackboard or through student email.
Telephone: (336) 599-1181 ext.
424. There is voice mail with this phone number. However, I am not on campus
regularly this summer. I only return phone calls from the campus phone thus
will not be able to return phone calls more than once a week. If the matter is
urgent, please use email rather than the phone.
Virtual Office Hour: There will be a weekly virtual
office hour, with the time posted in the announcements. During some weeks,
there may be more than one virtual office hour.
The virtual office hour is a time
when I am available through Blackboard in a chat room. You will be able to
access this chat room through the virtual Office Hour link , and then clicking
on office hour. The virtual office hour time will be posted in the
announcements, as will the times when I will be on campus.
Office Visits: My office, L130, is located in Building L on the Person
County Campus. However, as stated above, I am not regularly on campus this
summer. I will post and announcement when I plan to be on campus; hopefully,
this will be once a week. Please feel free to stop and visit when I am on
campus. You can also make an appointment via email, with a set time for us to
meet in person.
Response Time for Assignments:
Discussion Boards: Discussion board posts (answers to
assigned questions and responses to other students) are assessed in one grade.
For example, for module two, chapter four discussion board, you may have one
original post due on Tuesday, and two responses due on Thursday. You will not
receive a grade until all responses have been posted. Generally, discussion
boards will be graded within three days of when the responses are due, so for
the module two, chapter four discussion board, your grade should be posted by
Sunday evening. If I am unable to grade material in this time frame, I will
post an announcement to let you know when I expect to have the assignments
graded.
Homework Assignments: Homework
assignments should be graded within three days of the due date. For example, if
an assignment is due by midnight on Monday, a grade should be posted by midnight
on Thursday. If I am unable to grade material in this time frame, I will post an
announcement to let you know when I expect to have the assignments graded.
Exams and quizzes: Most exams
and quizzes will have primarily objective content, which Blackboard will grade,
thus providing you with immediate feedback. If exams or quizzes contain
questions that need to be manually graded, this should be done within 48 hours
of the exam or quiz due date. For example, if the exam is due by midnight on
Wednesday, the exam or quiz should be graded by midnight on Friday. If I am
unable to grade material in this time frame, I will post an announcement to let
you know when I expect to have the assignments graded.
Other Assignments: Other assignments should be graded
within three days. For example, if an assignment is due by midnight on Saturday,
a grade should be posted by midnight on Tuesday. If I am unable to grade
material in this time frame, I will post an announcement to let you know when I
expect to have the assignments graded.
Expected Student Participation Level:
Because this course is occurring during the summer session and is
completely on line, frequent student participation is vital. You are expected
to check student email and announcements at least every other day and you are
encouraged to check the announcements and email every day. Assignments will be
due frequently and in order to succeed in this class, it is vital that you keep
up with the work. It is also vital that you ask questions when you are not sure
of something - please ask!
PCC Student Email
Email Address: For your email address, the email system will use a combination of your initials, last name, and student Identification number. The system will generate an email address as follows:
Example: If your name is Jane Doe Smith and your student ID# is 0123456, your email address would be jdsmith56@students.piedmontcc.edu.
Username:
jdsmith56
Password: 0123456 (your student identification number)
To receive your email, go to: Outlook Web Access
Major Assignments
Some of the major assignments in this course will include:
Each module requires reading two to three chapters (except module ten, which has one chapter). There will be a discussion board assignment for each chapter, a minimum of one homework assignment for each chapter (generally with a choice of assignments), and a module exam.
Discussion Boards : There will be a question posted for each chapter and you will be required to answer the question and return a day or two later to post responses to two fellow students' posts. You will be given one grade for the discussion board and each discussion board will be worth up to 100 points.
Homework Assignments: There will be a minimum of one assignment for each chapter, sometimes more. There will be a variety of formats and you will generally have a choice a two or more assignments. Some assignments may involve collaboration with other students. Homework assignments will generally be worth up to 100 points.
Module Exams : Each module will have one exam, generally consisting of multiple choice and true/false questions, although other types of questions may be used as well. The exams will be open book, and worth up to 50 points.
Virtual Child Activity : There will be a semester long activity that involves raising a virtual child. You will receive more information on this during the first week of class. This project will be worth between 200 and 400 points.
The modules are as follows:
Module One: Icebreaker and Chapter 1: History, Theory, and Research Strategies (pages 2 - 34) .
Module Two: Chapter 2: Biological and Environmental Foundations (pages 35 - 58) , Chapter 3: Prenatal Development, Birth, and the Newborn Baby (pages 59 - 89) , and Chapter 4: Physical Development in Infancy and Toddlerhood (pages 90 - 114) .
Module Three: Chapter 5: Cognitive Development in Infancy and Toddlerhood (pages 115 - 138) and Chapter 6: Emotional and Social Development in Infancy and Toddlerhood (pages 139 - 161)
Module Four: Chapter 7: Physical and Cognitive Development in Early Childhood (pages 164 - 196) and Chapter 8: Emotional and Social Development in Early Childhood (pages 197 - 221) .
Module Five: Chapter 9: Physical and Cognitive Development in Middle Childhood (pages 224 - 255) and Chapter 10: Emotional and Social Development in Middle Childhood (pages 256 - 279) .
Module Six: Chapter 11: Physical and Cognitive Development in Adolescence (pages 282 - 312) and Chapter 12: Emotional and Social Development in Adolescence (pages 313 - 335) .
Module Seven: Chapter 13: Physical and Cognitive Development in Early Adulthood (pages 338 - 364) and Chapter 14: Emotional and Social Development in Early Adulthood (pages 365 - 391)
Module Eight: Chapter 15: Physical and Cognitive Development in Middle Adulthood (pages 394 - 415) and Chapter 16: Emotional and Social Development in Middle Adulthood (pages 416 - 437) .
Module Nine: Chapter 17: Physical and Cognitive Development in Late Adulthood (pages 440 - 469) and Chapter 18: Emotional and Social Development in Late Adulthood (pages 470 - 495) .
Module Ten: Chapter 19: Death, Dying, and Bereavement (pages 498 - 519) .
For a more detailed list of your assignments, click the "Modules" button at left and look in a specific learning unit. You can also look at the "Course Schedule" located under the "The Syllabus" heading.
Basic Computer Skills Required
You will need to be able to use general skills such as word processing, email and basic Internet functions in order to successfully complete this course. You can receive help with this skills through the student success center. The following are a list of specific skills you will need:
The successful online student knows how to:
Other skills may be needed for specific online courses or instructor practices, but mastering the skills above should be enough to provide a strong base for academic success.
Grading Scale
A total of 5250 points (Subject to change) are available in this course. Scores
will be posted in the Grade Book under "Course Tools" in as timely a manner as
possible.
Areas of Evaluation
20 discussion boards - 2000 points (Subject to change)
25 homework assignments - 2500 points (Subject to change)
9 exams - 450 points (Subject to change)
Virtual family Exercise - Approximately 300 points (Subject to change)
Total: 5250 points (Subject to change)
There will also be opportunities for extra credit.
The following scale will be used for final grades (Subject to change):
4725 to 5250 points = A
4200 to 4724 points = B
3675 to 4199 points = C
3150 to 3674 points = D
Below 3150 = F
(Subject to change)
Attendance Policy
Students must participate in all interactive aspects of the course if
interaction is part of the course design. Students are expected to communicate
with the instructor as a learning resource, students must check the course
bulletin board frequently for announcements, and students must actively
participate in threaded discussion events.
Students must complete an orientation before beginning the course.
Attendance in this class is counted through Blackboard participation. This is discussed further below under other policies.
From the Piedmont Community College Catalog:
Regular attendance at all class meetings is necessary for students to learn important concepts. In this regard, the following class attendance policy is established:
1. A student is expected to be regular and punctual in meeting all classes. To receive credit for a course, the student must attend prior to the census point and a minimum of 80 percent of classes, labs and shop hours. Failure to attend class is an absence, regardless of the reason. Absences are counted from the first scheduled meeting of the class, not the first day the student attends. All work missed during absences must be made up to the satisfaction of the instructor. Failure to complete required assignments will negatively affect the student's final grade.
2. A student who exceeds the 20 percent limit of absences may be dropped by the instructor through the eighth week of the semester. If a student exceeds the 20 percent limit after the eighth week, the instructor is authorized to award the student the "I" or "F" grade as warranted by the student's performance. (The eighth week statement may be amended for the shortened summer session).
3. Any exceptions to this policy must be authorized by the instructor.
Academic Integirty
In addition to good academic performance, students should exhibit honesty and integrity. If there is any question that academic honesty and integrity are not honored, students may be required to redo assignments in the presence of an instructor-selected monitor. Proof of dishonesty, including plagiarism, will make students subject to disciplinary action. Please consult your college catalog or your college website at http://www2.piedmont.cc.nc.us/lrc/Distance_Learning/plagiarism.htm for more information.
Other Policies
Attendance Policy:
General Guidelines for Online Attendance
Just as in a face-to-face course, attending your online course is important. In fact, it may be even more important. In a face-to-face course, sometimes a student is physically there, but mentally "somewhere else." In an online course, there is little social pressure to be there or pretend to be there, but if you don't visit regularly, you won't get much from the course and will find it difficult to get a good grade. Here are some ideas to keep in mind.
Late assignments policy:
Assignments can be submitted until midnight on their due date, however, with the exception below, late assignments are not accepted. Late Blackboard postings do not receive credit and exams cannot be taken after their final date. You will have three "virtual" late passes that you may use for homework assignments. You may turn one assignment in up to one day late, on assignment in up to three days late, and one assignment may be submitted up to a week late. Other than when you use the virtual late cards, late homework assignments are not accepted or graded.
Withdrawal Policy
The last day to withdraw from this class with a "W" is June 28, 2009, Students who do not withdraw however stop participating will receive an "F" for the course. Students who withdraw after June 28, 2009 will be given a "Withdrawal Passing" or a "Withdrawal Failing" depending on their overall average at the time of the withdrawal.
Access/Disability Policy
Students who require special accommodations to access distance learning education must document the special needs and request the accommodations.
|
Contact |
Brian Totten |
|
|
tottenb@piedmontcc.edu |
|
Work Phone |
336-599-1181, ext. 296 |
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Office Location |
E 132 |
Hardware and Software Requirements
The minimal hardware and software requirements needed to be successful in an online class can be found on the Computer and Software Requirements page,
http://www2.piedmont.cc.nc.us/DL/Accessing%20Blackboard/compandsoftware.htm
Tracking your Grades:
To
check your grades, click "Course Tools" then "My Grades." You will only see your
own grades.
Blackboard may show only the total number of points possible
for each assignment and your score. The total points possible for the course may
include work which you haven't been assigned yet.
To turn any score into a percentage, divide the number of
points you received by the number of points possible.
Most importantly, if you have any question about grades, then
please, contact your instructor.
Assignment Completion Guide:
You
will need to complete a variety of assignments in this online course.
Assignments can include creating a personal homepage, reading course materials
like chapters from textbook(s), participating in discussion forum activities,
authoring papers/other assignments, and being an active member in peer group
projects.
In the following pages, you will find a brief description of
each type of assignment you may encounter in this course. In addition, you will
view tips on how to complete each type of assignment successfully. If you have
questions about any of this information, please
do not hesitate to contact your instructor.
Course Reading Assignments
Much of the course content will come from chapters in a text or other reference
materials. As you progress through the course, ensure that you plan quality time
to read all the materials as indicated in the module assignments. To complete
the reading assignments effectively, follow these guidelines:
Discussion Forum Activities
The discussion forum is an environment where you can
participate in a "virtual discussion" with your instructor and other members of
your course. The forum is one of the most dynamic, interactive features of this
course. Often instructors will post questions in discussion forums for you to
review and respond to. In addition, you are encouraged to read other students'
responses and engage in online dialogue with them. If you are asked to
participate in a class discussion forum activity, note that the following
approach will help you be most successful:
There can be multiple forums in your online course. A few examples are listed below.
·
Student Coffeehouse
This forum is for discussion between students. The instructor will rarely stop
by. Use this space to make friends, share your thoughts and ideas about the
class and its subject matter, get clarifications from other students about how
to do assignments, or just chat. It's recommended that you stop by here at least
once a week. Participation here may be factored into your participation grade
for the course.
·
Technical Help Forum
This space is for postings requesting or supplying technical help. Your fellow
students experience the course from the same perspective as you, so they can be
a great source of technical advice. By using this forum, you can also find out
if a technical problem is specific to you or if everyone is experiencing it. If
you are experienced online, let your instructor know. They may be able to give
you extra credit or a better participation grade for providing some technical
support to other students.
·
Module- or Assignment-Specific Forums
The rest of the discussion forum modules are for communication regarding
specific parts of the course content or required for particular assignments.
They should be labeled clearly with either a module or assignment name. Make
sure you post your responses in the right place or you may not get credit!
Starting a New Thread in an Discussion Forum Assignment:
Once in the discussion forum you wish to participate in, click the "Thread"
button to add a new thread. Fill in the resulting box and "Submit." For good
results, keep the following in mind:
Responding to Existing Threads:
It's called a discussion forum because people are actually supposed to discuss
things! Clever, huh? That means it will only be useful if you respond to others,
not just post your own messages. You will not get the best results or grades
from this kind of communication if you don't react to your classmates.
To respond to a message, simply enter the appropriate forum, then click on the
subject of a message. Read the message, and if you want to respond, scroll to
the bottom and click "Reply." Type your message and "Submit." Here are more
hints:
Essay, Reports, and Other Assignments
You may be asked to complete more complex assignments than
responses to discussion forums. These assignments could include electronic
worksheets, journal entries, essays, in-depth reports, etc. To be successful
with these assignments, please consider the following tips:
Most complex assignments will be described completely in your
selected modules of study. What may not be included in these directions,
however, is information on the document format for essays or other reports or
how to submit your documents. This information on how to conduct these functions
is included in the next section.
How to Format a Document
If you are writing a document (research paper, essay), use a
reliable word processing program such as Microsoft Word®, WordPerfect®, and
Microsoft Works®. If you and your instructor do not use the same program,
however, you will need to save your work as a "text only" (.txt) file or a "rich
text format" (.rtf) file so your instructor will be able to open your work upon
submission. The "text only" file is useful only for documents that are single
spaced without boldfacing or numbered or bulleted lists. The "rich text format"
is best for documents that have double spaced paragraphs with boldfacing,
bullets, and other design features. See
Saving as Rich Text for further instructions.
Plan your document to have a quality introduction, insightful
body paragraphs, and an effective conclusion. Make sure that you have citation
information for any materials you are using as references in your document.
(Note that plagiarism can be grounds for disciplinary action. Check your college
catalog for more information.) For this class, you are required to use APA
style. Below are some links for APA style assistance:
American Psychological Association. (2009). APA Style.org homepage. Retrieved May 31, 2009 from: http://apastyle.apa.org/.
Morse, G. (2008, Nov). APA Style Tutorial. Retrieved May 31, 2009 from: http://www.drgwen.com/materials/apa/index.asp.
Purdue University Online Writing Lab (OWL). (2009). APA formatting and style guide. Retrieved May 31, 2009, from http:// http://owl.english.purdue.edu/owl/resource/560/01/.
Contact your instructor if you have any questions whatsoever
on formatting a document for this course.
How to Submit a Written Assignment
Your instructor will give you instructions for submitting
written assignments in the modules of the course. If your instructor requires
that you send your assignment through the "View/Complete Assignment" link in one
of the modules, follow these steps:
Peer Group Projects
In your course, you may be asked to participate in
projects with other students. It is possible that you will be placed in online
discussion groups where you will be expected to have meaningful dialogue with a
small number of other students in the course. It is also possible that you will
team with other members of the course to complete an in-depth research project.
If you encounter a peer group project assignment in any module you are working
through, please review the instructions for the assignment very carefully.
If you discover that your class requires your participation
in peer group projects, the following information will be helpful for you to
communicate with the other members in your group(s).
Group Pages
If you go to the "Group Pages" link in the "Communication" segment of this
course (not available in all courses), you will find a number of ways to connect
with the other members in your specified group(s). These options are available
to you if selected for you by your instructor:
To discover more about these options and how to use them, please follow these
instructions:
Taking Online Tests
Before the Test
Your instructor will let you know when you can access the test, although this
notification may come early in the form of a schedule or suddenly through the
form of an announcement. Do not enter a test site before you are ready, as many
online tests are set to only allow you to access the test once for a score.
You must also turn off a pop-up blocker program if you are using one before
taking a quiz or be sure that your pop-up blocker permits access to all the
pages in the course. To disable or modify your pop-up blocker, please read
Pop-up Blockers and Blackboard Courses.
If you have a dial-up connection and use call waiting, be sure to disable call
waiting so that your Internet connection will not be interrupted if you receive
a telephone call while taking the exam. If you do not know how to disable call
waiting while using the Internet through a dial-up connection (modem), please
read
How to Disable Call Waiting.
Before you take the test, review the objectives for the module or modules that
you will be tested on. Make sure that you have mastered as many of them as you
can before your assessment. Read any study guides your instructor has provided,
and re-read your notes and documents as necessary.
Mail the instructor any questions that you may have about what will be on the
test or the format of the test. In Blackboard, tests can include multiple
choice, true/false, matching, ordering, short answer, and essay questions. You
might also want to review the section about tests in the "User Manual" under
"Syllabus" in the course site.
During the Test
Find a time to take the test in which you will be free of interruptions. Let
friends and family know you will be occupied.
Don't cheat. Remember that taking shortcuts in education really deprive you of the education for which you are paying. If that isn't enough to stop you, consider that there are many subtle ways that you might be caught. All of the honor codes of your institution apply, and that may lead to consequences like failed courses and even expulsion.
Many online tests will be "open book," but if your instructor does not explicitly tell you that you can use other people or materials when taking the test, then they are off limits. If you have questions about this, then ask via email in advance.
When you first access the test, read the directions carefully. Unless the test has a very short time limit, browse through the questions before beginning and form a plan of attack. The best test takers don't always complete questions in the sequence they are listed on the test. They complete the easy questions or the questions they are worried about forgetting the answers to first. They get hints about the answers to some questions from other questions. They save the more difficult questions for later in the test. They spend more time on questions that are worth more points. Use these strategies to your advantage.
Make sure that you note if the test has a time limit. The time will show on the status bar at the bottom of your window.
Don't close the window of the test for any reason unless the test specifically states that it can be saved and returned to later. This option will be noted in the test description or instructions. If you have an Internet Service Provider that will break your connection if you don't visit a new site after a certain period of time, then keep another window open and occasionally visit it and load a new page or refresh the page to keep your connection open. If something goes wrong, send email to your instructor immediately documenting the exact problem and asking them how you should proceed.
When you have marked all your answers, read them once more before submitting. Make sure that you haven't accidentally changed your response to a question or made bad typographic mistakes. When you are satisfied with the result (or have done the best you can) make sure you remember to finish by clicking the "Submit" button.
After the Test
After you submit, you will receive a score for all the items that the
software could correct, although essay questions and most short answer questions
will have to be graded by your instructor. You may also receive feedback on the
test. Pay attention to this feedback, and use it as a way to learn the answers
to the questions you missed.
If you found errors in the test, send your instructor a message immediately. Let him or her know if some questions were unclear. This will allow him or her to adjust your grade if needed or fix the test for other students. He or she may even reward you for your watchfulness!
Note: If you experience problems while completing your online test you will need to contact your instructor. Some times due to various technical problems a test will become locked and the student is unable to complete the test. Students must contact the course instructor to resolve this issue. The Distance Education Help Desk can not unlock a test.
Sending Basic Email
Instead of sending e-mail messages to all members of your group(s) at once via Group Pages, you may send e-mail to selected members by following the steps below:
Keeping Up In An Online Course
An online course requires special discipline. You can't depend on regular visits with an instructor to motivate you to keep up. Instead, you have to create your own schedule and motivations. Here are some suggestions:
Piedmont Community College Delay in Opening Due to Inclement Weather Procedure:
When the college is operating on a delayed opening schedule, classes will be held for the remainder of time left for that day for all classes that are scheduled to be in session at the time that the college opens. For example, with a two hour delay, all classes that would have normally been in session at 10:00 will commence at 10:00 for the remainder of the class period that is left at that time. In this case, a course that is scheduled for 9:45 to 11:00 will begin at 10:00 and go to 11:00. The lost 15 minutes will be rescheduled at a later date or dealt with through an extra assignment. For purposes of consistency, this will hold true for all classes that would have been in session when the College opens, regardless of the amount of time left. Therefore, if the college delays opening to 9:00 (a one hour delay), and a class is normally scheduled from 8:00 to 9:15, that class will meet from 9:00 to 9:15.
Code of Conduct (from PCC Catalog):
In an educational environment, each instructor has the responsibility to maintain a classroom climate conducive to student learning. The instructor also has the authority to dismiss from class or have removed any element that disrupts that climate or interferes with the rights of other members to learn. The instructor does have an obligation to make students aware of rules for the class and to inform students if they are violating any class rules. Students are encouraged to express their opinions and ideas in class in an orderly manner since a free exchange of views enhances the learning process. However, verbal combat and abuse between students and instructors is not condoned and is unacceptable in the teaching/learning situation.
…However, the willful disruption of the educational process, destruction of property and interference with the rights of others are not tolerated. It is the policy of the College to deal with any such disruption, destruction, or interference promptly and effectively, but also fairly and impartially without regard to race, religion, sex, or political beliefs.
Persons who engage in, or incite others to engage in, disruptive acts shall be subject to prompt and appropriate disciplinary action, which may include suspension, expulsion, discharge, or dismissal from the College. Further policies and procedures regarding disruptive acts, including appeals procedures, may be found in Article XI, Bylaws of the Piedmont Community College Board of Trustees, on file in the Learning Resources Center, the President’s office and the Dean of Student Development’s office.
Student Success Center:
Piedmont Community College now offers a comprehensive package of services to assist students with their academic success. The Student Success Center (SSC) is located in Room G-204 on the Person County Campus and in Room K-152 on the Caswell County Campus. The SSC provides a variety of free learning support services including computer access, tutoring, supplemental instruction, study groups, and other academic services. Visit or call Gloria Bennett, Coordinator of the Student Success Center, at 599-1181 ext. 276 to access this valuable student resource
Students with Disabilities:
If you have a learning or other disability, and you want to request special accommodations to ensure equal access to education at PCC, please see Brian Totten in the Office of Student Development on the main campus, 599-1181, ext. 296. The information that you provide will be kept confidential. If you are on the Caswell campus, please see Sarah Humphrey, 336-694-5707, ext. 226.
PCC PLAGIARISM POLICY
PLAGIARISM 7.5.1
Whether intentional or unintentional, plagiarism is “the wrongful act of taking the product of another person's mind and presenting it as one's own" (Alexander Lindey, Plagiarism and Originality, 1952).
The following acts are examples of intentional plagiarism:
Unintentional Plagiarism occurs when a student provides sources for his or her work, but the sources are cited incorrectly or inadequately. Handbooks with documentation rules for Modern Language Association (MLA) and American Psychology Association (APA), two source documentation styles, are housed in the Caswell County Campus Resource Center and in the Person County Campus Learning Resource Center. Students are also encouraged to speak with their instructors when they are uncertain about documenting their sources in class assignments.
Plagiarism will result in disciplinary action, and repeated offenses will lead to increased penalties that may ultimately result in expulsion from the College, as set out below:
If a student receives a course grade of F due to plagiarism, the course instructor will notify the Dean of Student Development using the Plagiarism Incident Report Form.
If a student receives three course grades of F due to plagiarism, as determined by records kept in the office of the Dean of Student Development, he or she will be expelled from the College.
Legal Reference: G.S. 115 D-20
History Note: Effective January 20, 2004
· Module One: Icebreaker and Chapter 1: History, Theory, and Research Strategies (pages 2 - 34).
· Module Two: Chapter 2: Biological and Environmental Foundations (pages 35 - 58), Chapter 3: Prenatal Development, Birth, and the Newborn Baby (pages 59 - 89), and Chapter 4: Physical Development in Infancy and Toddlerhood (pages 90 - 114).
· Module Three: Chapter 5: Cognitive Development in Infancy and Toddlerhood (pages 115 - 138) and Chapter 6: Emotional and Social Development in Infancy and Toddlerhood (pages 139 - 161)
· Module Four: Chapter 7: Physical and Cognitive Development in Early Childhood (pages 164 - 196) and Chapter 8: Emotional and Social Development in Early Childhood (pages 197 - 221).
· Module Five: Chapter 9: Physical and Cognitive Development in Middle Childhood (pages 224 - 255) and Chapter 10: Emotional and Social Development in Middle Childhood (pages 256 - 279).
· Module Six: Chapter 11: Physical and Cognitive Development in Adolescence (pages 282 - 312) and Chapter 12: Emotional and Social Development in Adolescence (pages 313 - 335).
· Module Seven: Chapter 13: Physical and Cognitive Development in Early Adulthood (pages 338 - 364) and Chapter 14: Emotional and Social Development in Early Adulthood (pages 365 - 391)
· Module Eight: Chapter 15: Physical and Cognitive Development in Middle Adulthood (pages 394 - 415) and Chapter 16: Emotional and Social Development in Middle Adulthood (pages 416 - 437).
· Module Nine: Chapter 17: Physical and Cognitive Development in Late Adulthood (pages 440 - 469) and Chapter 18: Emotional and Social Development in Late Adulthood (pages 470 - 495).
· Module Ten: Chapter 19: Death, Dying, and Bereavement (pages 498 - 519).
PSY241 – Developmental Psychology
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