Course Number and NameCOUN 5312: Lifespan Development

Course DescriptionThis course provides an advanced overview of current research and theory on life-span human development, and will enhance students’ understanding of significant developmental changes that occur over the life span. Emphasis will be placed on standard physical, cognitive, emotional, and social development as well as on issues such as diversity and socialization in relation to perceptions of human development. Professional, clinical, legal, and ethical issues will also be addressed.

Required Text(s) and Resources

Required Resources: Broderick, P.C. & Blewitt, P. (2015).  The Life Span: Human Development for Helping Professionals (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc.ISBN: 978-0-132-942881.

Prerequisites: Permission of the instructor.

Professor Information

Name: LaShondra Manning, MA, LPC-S, NCCEmail: lmanning@etbu.eduTelephone: 903-923-2088Office Hours: MW: 1:00pm-2:00pm; 3:00pm-6:00pm; F: 12:00pm-2:00pm. TR: Available by appointment. Generally, if the door is open, Ms. Manning is available.

______________________________________________________________________________

Program Student Learning Outcomes (if applicable)

*1. MAC graduates will demonstrate mastery of the academic knowledge necessary to become a licensed professional counselor.

2. MAC graduates will display mastery with therapeutic skills used by licensed professional counselor.

*Program Outcomes addressed in this course are marked with an asterisk.

Course Syllabus

Course Objectives according to CACREP Standards:Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

At the end of this course students will be able to:

1. Integrate several developmental theories as applicable to potential case/client understanding and clinical work.

2. Evaluate their own developmental experiences and apply developmental theories to those life experiences.

3. Differentiate major tenets of human development and the associated implications throughout the life span.

4. Evaluate potential client problems using appropriate developmental theories.

5. Apply human development theory in a variety of professional counseling settings withmulticultural and ethical considerations.

Curriculum Map

Program SLOs Addressed in each unit

CACREP & Course SLOs Addressed in Each Unit

Activities Assessments/Assignments Points

UNIT 1

August 22

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO # 1, 2

Chapter 1

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from one of the theories discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

10

UNIT 2

August 29MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter 3

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

10

UNIT 3

September 12

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter 4

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

10

UNIT 4

September 19

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

Chapter 5

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

10

SLO #1-5Test 1: Chapters 1, 3-5 (Online)

All tests will consist of 50 multiple-choice questions over the chapters listed above. All tests must be completed in 100 minutes. All tests are completion-based which means that you can take the test as many times as possible to make the desired score to receive a maximum of 50 points for each test. It is expected that each student will do their own work and not share their answers with others. Please note that the professor will be able to see how long it takes each student to take the test. Tests must be completed by online in Blackboard beginning Tuesday September 20, 2016-September 25, 2016. At 11:59pm on Sunday, September 25, 2016, the test will close and can no longer be re-taken. Unless there are extenuating circumstances with proof, the professor will not re-open any tests. It is recommended that you do not wait until the last minute to take the tests to account for technological malfunctions.

100

UNIT 5

September 26

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter 6

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

10

UNIT 6

October 3

MAC graduates will demonstrate

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.;

Chapter 7

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on

10

mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

UNIT 7

October 10

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter 8

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

Test 2: Chapters 6-8 (Online)

All tests will consist of 50 multiple-choice questions over the chapters listed above. All tests must be completed in 100 minutes. All tests are completion-based which means that you can take the test as many times as possible to make the desired score to receive a maximum of 50 points for each test. It is expected that each student will do their own work and not share their answers with others. Please note that the professor will be able to see how long it takes each student to take the test. Tests must be completed by online in Blackboard beginning Tuesday, October 11, 2016-October 16, 2016. At 11:59pm on Sunday, October 16, 2016, the test will close and can no longer be re-taken. Unless there are extenuating circumstances with proof, the professor will not re-open any tests. It is recommended that you do not wait until the last minute to take the tests to account for

10

100

technological malfunctions.

UNIT 8

October 17

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter 9

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

10

UNIT 9

October 24

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter 10

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

Test 3: Chapters 9-10 (Online)

All tests will consist of 50 multiple-choice questions over the chapters listed above. All tests must be completed in 100 minutes. All tests are completion-based which means that you can take the test as many times as possible to make the desired score to receive a maximum of 50 points for each test. It is expected that each student will do their own work and not share their answers with others. Please note that the professor will be able to see how long it takes each student to take the

10

100

test. Tests must be completed by online in Blackboard beginning Tuesday, October 25, 2016-October 30, 2016. At 11:59pm on Sunday, October 30, 2016, the test will close and can no longer be re-taken. Unless there are extenuating circumstances with proof, the professor will not re-open any tests. It is recommended that you do not wait until the last minute to take the tests to account for technological malfunctions.

UNIT 10

October 31

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter 11

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

10

UNIT 11

November 7

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter12

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

Test 4: Chapters 11-12 (Online)

All tests will consist of 50 multiple-choice questions over the chapters listed above. All tests must be completed in 100 minutes. All

10

100

tests are completion-based which means that you can take the test as many times as possible to make the desired score to receive a maximum of 50 points for each test. It is expected that each student will do their own work and not share their answers with others. Please note that the professor will be able to see how long it takes each student to take the test. Tests must be completed by online in Blackboard beginning Tuesday, November 8, 2016-November 13, 2016. At 11:59pm on Sunday, November 13, 2016, the test will close and can no longer be re-taken. Unless there are extenuating circumstances with proof, the professor will not re-open any tests. It is recommended that you do not wait until the last minute to take the tests to account for technological malfunctions.

UNIT 12

November 14

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter13

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

Presentation Due. See Appendix A for description of the presentation.

10

300

UNIT 13

November 21

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section

Chapter 14

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these

10

licensed professional counselor.

5.C.3.b.; Section 5.C.3.d.

SLO #1-5

assignments are based upon quality of work and not simply completion.

UNIT 14

November 28

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Chapter15

Journal Questions: Students will respond to journal questions about the material covered in class. In the student’s response, at least 3 specific concepts from the textbook need to be mentioned. Responses should be reflective, written in complete sentences on the graduate level, and include examples from your own experience at the particular life stage being discussed for the week. Responses for the exercise should be a minimum of 1 full page. Grades for these assignments are based upon quality of work and not simply completion.

10

UNIT 15

December 5

MAC graduates will demonstrate mastery of the academic knowledge necessary tobecome a licensed professional counselor.

Section 5.C.2.a.; Section 5.C.1.b.; Section 5.C.2.g.; Section 5.C.2.j.; Section 5.C.2.l.; Section 5.C.3.b.; Section 5.C.3.d.

SLO #1-5

Final Exam

Test 5: Chapters 13-15 (Come to class. This test is In-person.)

Final Exam Policy

All students are to take the final exam at the published time. All tests will consist of 50 multiple-choice questions over the chapters listed above. All tests must be completed by the end of class; December 5, 2016 at 8:30pm. Do your best; you only get one chance to take this test.

Students may request a change in or special administration of their final exam for the following reasons: Serious personal illness OR Death of an immediate family member. For any of the above two reasons, the student must discuss the matter with the professor. The professor may request verification or proof, so the student should be prepared to present any documentation requested. Such documentation may include doctor’s letter, funeral program, etc. The student and the

100

professor must agree on a make-up time BEFORE Friday, December 9, 2016.

* Class Participation Assignments -worth 50 points. Random class participation assignments will be given throughout the semester. Since you do not know when these assignments will be given, it is important that you are present throughout the duration of class. Class participation assignments may be given at the beginning; in the middle or at the end of class. Class participation may consist of one of the following: written class assignment based upon lecture, video clip, group work, games, and other activities as chosen by the professor. Class participation may not be made up unless you have documented proof of your absence or your being late to class.

*Extra Credit Opportunity: The Junior League of Longview will be hosting the Poverty Conference on Thursday, October 20, 2016 at the Belcher Center on the campus of LeTourneau University in Longview, TX for $45. (Lunch is not included). Students will receive more information as the event nears. Students are invited to attend to learn about how poverty affects people in East Texas. The guest speaker is a nationally known author and researcher on poverty: Wes Moore. The conference will also include interactive workshops which will feature: a poverty simulation; ETBU’s Dr. Bob Benefield & Dr. Tyler Watts on the effects of poverty on psychology and business, respectively; religion professors from LeTourneau University; and community organizations from Longview, TX. Students should attend the Poverty Conference because of the knowledge that they will gain to help them understand perspectives of people throughout the lifespan who deal with poverty. This will also be a good opportunity to network and see what internship opportunities are available with some of the non-profit organizations in Longview. All students who attend the Poverty Conference must write a 1-page paper over what they learned and see Ms. Manning during Poverty Conference sign-in and registration. If students pay and attend the conference and write the 1-page paper; they will be exempt from any remaining class participations that will occur for the remainder of the semester. This is an opportunity to earn 20-30 free points. The grades of students who do not register or attend the Poverty Conference will not be penalized.

Journal Rubric

Category Needs Improvement

D-F LevelAcceptable

C LevelGood

B LevelExcellentA Level

Score

Relation to Topic

30%

Information has little or nothing to do with the theory.

Information clearly relates to the theory. Insufficient details and/or examples are given.

Information clearly relates to the theory. It provides 1-2 supporting details and/or examples.

Information clearly relates to the theory. It includes several supporting details and/or examples.

Reflection

30%

No reflection given or very simple reflection with no detail.

Relies on more facts than reflection. Insufficient details and/or examples are given.

Accurate reflection of thoughts and reactions. It provides 1-2 supporting details and/or examples.

Deep reflection of thoughts and reactions. It includes several supporting details and/or examples.

Organization

20%

The information is disorganized. It does not address the prompt.

Organization of information & construction of paragraphs need improving. It barely addresses the prompt.

Information is organized with paragraphs that addresses the prompt.

Information is very organized with well-constructed paragraphs that precisely addresses the prompt.

Mechanics

20%

Many grammatical, spelling, or punctuation errors.

A few grammatical, spelling, or punctuation errors.

Almost no grammatical, spelling or punctuation errors.

No grammatical, spelling or punctuation errors. Total Score

Class Participation Rubric

Category Needs Improvement

D-F LevelAcceptable

C LevelGood

B LevelExcellentA Level

Score

Relation to Topic

30%

Information has little or nothing to do with the theory.

Information clearly relates to the theory. Insufficient details and/or examples are given.

Information clearly relates to the theory. It provides 1-2 supporting details and/or examples.

Information clearly relates to the theory. It includes several supporting details and/or examples.

Reflection

30%

No reflection given or very simple reflection with no detail.

Relies on more facts than reflection. Insufficient details and/or examples are given.

Accurate reflection of thoughts and reactions. It provides 1-2 supporting details and/or examples.

Deep reflection of thoughts and reactions. It includes several supporting details and/or examples.

Organization

20%

The information is disorganized. It does not address the prompt.

Organization of information & construction of paragraphs need improving. It barely addresses the prompt.

Information is organized with paragraphs that addresses the prompt.

Information is very organized with well-constructed paragraphs that precisely addresses the prompt.

Mechanics

20%

Many grammatical, spelling, or punctuation errors.

A few grammatical, spelling, or punctuation errors.

Almost no grammatical, spelling or punctuation errors.

No grammatical, spelling or punctuation errors. Total Score

Presentation Rubric

Category

Needs Improvement

D-F LevelAcceptable

C LevelGood

B LevelExcellentA Level

Score

Quality of Information

25%

Information has little or nothing to do with the main topic. It does not follow the template.

Information clearly relates to the main topic. Insufficient details and/or examples are given. It follows the template.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. It follows the template.

Information clearly relates to the main topic. It includes several supporting details and/or examples. It follows the template.

Organization& Attractiveness

20%

The information is disorganized. It lacks any pictures, audio, video, & etc.

Organization of information & construction of paragraphs/bullet points need improving. It lacks any pictures, audio, video, & etc.

Information is organized with well-constructed paragraphs/ bullet points.The presentation is attractive and incorporates only pictures.

Information is very organized with well-constructed paragraphs/bullet points. The presentation is attractive and incorporates various audio, pictures, videos, & etc.

Amount of Information

(30 slides minimum)

25%

One or more topics or subtopics were not addressed. The outline was not followed.

All topics & subtopics are addressed, and most questions answered with minimal elaboration per outline.

All topics & subtopics are addressed and most questions answered with adequate elaboration per outline.

All topics & subtopics are addressed and all questions answered with strong elaboration per outline.

Sources

15%

Most sources are not accurately documented. APA 6TH edition format is not used throughout

Most sources are accurately documented, but many are

All sources are accurately documented, but a few are

All sources are accurately documented in APA 6TH

the paper &/or in the Reference page.

not in APA 6TH edition format throughout the paper & in the Reference page.

not in APA 6TH edition format throughout the paper & in the Reference page.

edition format throughout the paper & in the Reference page.

Mechanics

15%

Many grammatical, spelling, or punctuation errors.

A few grammatical, spelling, or punctuation errors.

Almost no grammatical, spelling or punctuation errors.

No grammatical, spelling or punctuation errors. Total Score

Determining the Final Grade

Assessment PointsTests-(5) X 100pts./piece (SLO# 1-5) 500

Journal (14) X 10pts./piece + (10 freebie) (SLO# 1-5)

150

Class Participation (5) X 10pts./piece

(SLO# 1-5)

50

Presentation (SLO# 1-5) 300

Total 1000

Student Expectations

Statement of Philosophy for Graduate Education

The nature of graduate education is to foster an environment with the student as an active participant in the learning process as leader, scholar and practitioner.  The activities in graduate education are more writing intensive and applied in nature. In turn, this includes an increased expectation of independent learning, which requires students to search for outside resources to inform discussion and professional development.

Course Attendance Policy

East Texas Baptist University is committed to the policy that regular and punctual attendance is essential to successful scholastic achievement. Attendance at all meetings of the course for which a student is registered is expected. To be eligible to earn credit in a course, the student must attend at least 75 percent of all class meetings.

1. Absences begin with the first meeting of a class, and students registering late incur absences from the first class meeting of the semester.

2. Students are responsible for all material covered in class meetings and are expected to meet all class requirements for the course.

3. Students who accumulate university-approved absences (athletic teams, musical organizations, other authorized groups) will be allowed to make up work missed as a result of that activity provided that:

A. the activity was properly scheduled, B. the absence was authorized in advance, and C. arrangements were made with their instructors prior to the absence.

Such absences are, nonetheless, counted as classes missed. 4. The opportunity to make up work missed as a result of absences other than those

identified in Item 3 above may be granted only when the instructor involved grants that

privilege. Such absences should be documented by the student to the fullest extent possible. 5. Due to the nature of the content of some courses and some programs of study, more

stringent attendance requirements may be required. Students should carefully follow all requirements contained in the course syllabi.

Students who exceed the absence limit in a course before the official withdrawal date will have the opportunity to withdraw from the class. Students in this situation who do not choose to withdraw on or before the official withdrawal date or who exceed the absence limit in a course after the official withdrawal date will receive a grade of XF.

When a student has exceeded the absence limit for a class due to circumstances beyond his or her control, the student may appeal in writing. The appeal must follow the process detailed in the “Grade Appeals Process” in this catalog. No appeal will be heard after six weeks from the date the student is officially notified that the absence limit has been exceeded. If a resident student is not attending classes he/she may be required to move out of the residence hall.

Late Assignment PolicyIf the student has extenuating circumstances that prevent the student from completing assignments, tests, discussion boards, or participating in class by the due date, it is the student’s responsibility to contact the instructor to make alternative arrangements before the due date whenever possible.  Acceptance of late work is at the discretion of the instructor and the instructor may require the student to provide evidence/documentation for verification. Prior notification does not automatically result in a waiver of the late penalties.

Examples of extenuating circumstances where grace can be given to students may include but are not limited to:  personal/family member hospitalization, death in the immediate family, weather/environmental evacuation due to fire/hurricane/flood, or active military assignment where internet connectivity is unavailable for a limited time period. General computer-related issues and internet connectivity issues are not considered extenuating circumstances. Students must ensure the technology they are using is compatible with ETBU’s technology requirements and contact IT if they are experiencing any problems with their Blackboard accounts.

Academic or Course Withdrawals

A student may withdraw from a course or courses or from the University beginning with the first day through 75 percent of the semester without academic penalty.

To withdraw from a course or courses or from the University the student must secure a with-drawal form from the Registrar’s Office, his/her advisor, or from the ETBU website, and follow the directions on the form, securing all required signatures. Withdrawal from a course (or courses) may affect the student’s academic progress. Any refunds due to the student as a result of withdrawing from a course or from the University will be governed by the policies stated in the Refunds section of the Finances pages of this catalog. Failure to complete the official process will result in the forfeiture of any refund to which the student may be entitled. Any student who withdraws from or otherwise leaves the University without clearing his/her financial record (i.e.,

without having returned borrowed books and equipment, paid any outstanding fines, and settled other financial matters with the University) will be subject to the following restrictions until such time that the record is cleared: 1. The student will not be permitted to re-enroll.2. The student will not be eligible to receive a transcript of academic work completed. 3. The student will not be issued a diploma.

Students called into active military duty during a semester will be allowed to withdraw from courses in which they are enrolled without penalty. Official military orders should be presented in the Office of the Registrar at the time a student must stop attending classes. Upon presentation of a copy of the student’s official military orders, the student will have the following options:

1. The student may withdraw from a course or all courses with full refund of tuition and fees.

2. Depending on the point in the semester at which orders are received, the Vice President for Academic Affairs may permit final grades to be assigned based upon grades earned at that time.

3. Depending on the point in the semester at which orders are received, the student may request grades of Incomplete with no restriction on completion date.

Grade Scale for this Course

A = 90%-100%           B = 80%-89%         C = 70%-79% D = 60%-69%             F = < 59%

Academic Integrity

Students enrolled at East Texas Baptist University are expected to conduct themselves in accordance with the highest standards of academic honesty and integrity avoiding all forms of cheating, illicit possession of examinations or examination materials, unwarranted access to instructor’s solutions’ manuals, plagiarism, forgery, collusion and submissions of the same assignment to multiple courses. Students are not allowed to recycle student work without permission of the faculty member teaching the course. Students must ask permission before submitting the work since it will likely be detected by plagiarism detection programs. If the student does not inform the instructor or ask permission before the assignment is due and submitted, the instructor may treat this as an academic integrity offense.

Penalties that may be applied by the faculty member to individual cases of academic dishonesty by a student include one or more of the following:

• Failure of the class in question• Failure of particular assignments• Requirement to redo the work in question• Requirement to submit additional work

All incidents related to violations of academic integrity are required to be reported to the Vice President for Academic Affairs and multiple violations of academic integrity will result in further disciplinary measures which could lead to dismissal from the University.

Specifically,

Students are expected to do their own work, display marked effort in study and application to the content and exhibit honesty when doing written research assignments/papers. Students are not to copy or plagiarize another person's material; including the textbook. Students are to be honest in taking tests and self-discipline themselves in such situations. Students are to prepare self-made materials/papers and are not to use another person's work as their own. Plagiarized work is dishonest and the grade will reflect failure; no make-up will be allowed. Dishonesty on tests will result in failure on that test with no make-up allowed.

Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are responsible for reading and understanding all sections in the Student Handbook relating to standards of conduct and academic life. Students who violate University rules on academic dishonesty are subject to disciplinary penalties, including the possibility of failure or removal from a course, disciplinary probation, and/or dismissal from the University. Academic dishonesty includes cheating, plagiarism, collusion, fabrication, falsification, and falsifying academic records, and other acts intentionally designed to provide unfair advantage to the student, and/or the attempt to commit such acts.

Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, or class assignments intended to be individually completed. Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student's academic conduct. Dual submission of a paper or project, or resubmission of a paper or project to a different class also constitutes cheating.

Plagiarism consists of more than turning in someone else's work as your own.  Plagiarism occurs when a student obtains portions or elements of someone else's work, including materials prepared by another person or agency, and presents those ideas or words as her or his own academic work. If you use someone else's paragraphs, sentences, or even partial sentences or phrases without quotation marks, you have deliberately or inadvertently plagiarized.  Others' ideas should always be referenced and should be in your words, not theirs, unless their exact wording is important.  The intentional or unintentional use by paraphrase or direct quotation of the published work of another person without full and clear acknowledgement shall constitute plagiarism. Students are responsible for following guidelines of the appropriate course or discipline (i.e. APA). “Copy and paste” from textbooks or websites is unacceptable.

Collusion occurs when a student collaborates with another person without written authorization when preparing an assignment.

Fabrication occurs when a student makes up data or results and records or reports them.

Falsification occurs when a student manipulates research materials, equipment or processes or changes or omits results such that the research is not accurately reflected in the research record.Falsifying academic records includes, but is not limited to, altering grades or other academic records. Altering or assisting in the altering of any official record of the University, and/or

submitting false information or omitting requested information that is required for or related to any academic record of the University.

The faculty member is responsible for dealing with any violations of academic integrity (included , but not limited to, plagiarism and cheating) that may occur in his/her classes. The faculty member must report these incidents to the dean of the school. The offense may results in informal or informal hearings as outlined in the student handbook. Punitive measures may include dismissal from the University, dismissal from and failure of the class, a failing grade on the assignment and disciplinary probation. Faculty are encouraged to use academic honesty violations as opportunities for character development. Faculty can provide remediation on such things as unintentional plagiarism or improper use of APA or MLA style.

The complete academic integrity policy can be found in the student handbook. The link to the handbook is at the bottom of this syllabus.

ETBU Technology Requirements

Technology information can be found at the following site: https://www.etbu.edu/it/. This site includes information about Blackboard (including tutorials) and email.

If a student has a problem with the Blackboard LMS, the student should first review the tutorials on the web site above. If the student still cannot resolve the issue, he/she should contact the instructor. If the instructor cannot assist the student to resolve the problem, then a help ticket should be generated by the student for IT support. This can be done here https://www.etbu.edu/it/blackboard/ or by emailing the IT support address is it@etbu.edu. The telephone number is 903-923-2021.

TurnItIn

A student manual for TurnItIn can be found at: https://turnitin.com/static/resources/documentation/turnitin/training/en_us/Student_Manual_en_us.pdf

Here are some good videos about how to interpret a TurnItIn report:

https://www.youtube.com/watch?v=VhQrJJDBC_0https://www.youtube.com/watch?v=aiEXlqPZ_l0

With TurnItIn a student can submit multiple drafts to check for plagiarism. The final draft that is submitted will be the one received by the instructor.

Students with Disabilities

A student with a disability may request appropriate accommodations for this course by contacting the Office of Academic Success, Marshall Hall, Room 301, and providing the required documentation.  If accommodations are approved by the Disability Accommodations Committee, the Office of Academic Success will notify the student and the student’s professor of

the approved accommodations.  The student must then discuss these accommodations with his or her professor. Students may not ask for accommodations the day of an exam or due date. Arrangements must be made prior to these important dates. For additional information, please refer to page 16-17 of the 2016-2017 Graduate Catalog.

Weapons in Class

The on-campus possession of firearms, explosives, or fireworks is prohibited with the exception of the transportation and storage of firearms and ammunition by concealed handgun license holders in private vehicles (as described in SB1907) Pursuant to Section 30.06, Penal Code (trespass by license holder with a concealed handgun), a person licensed under Subchapter H, Chapter 411, Government Code (handgun licensing law, may not enter this property (ETBU) with a concealed handgun. The ETBU President may grant authorization to a qualified and certified full-time faculty or staff member, who is a license holder with a concealed handgun to conceal carry on the University campus, at a University-sponsored event or within or on a University vehicle.

Important Links

ETBU Library https://www.etbu.edu/library/Tiger Prowl can be used to search the entire catalog. You will also find database and journal listings, research guides and a link to contract the librarians.

Academic Center for Excellence (ACE) https://www.etbu.edu/academics/academic-success/ace-academic-center-excellence/This center provides tutoring, academic support and resources.

Student Handbook: https://www.etbu.edu/students/dean-students/student-policies/

APPENDIX A

PresentationAutobiography Presentations

Students will apply developmental theories to their own growth over the life span. Throughout the presentation, students will explain how their life experiences, attitudes, family, friends, jobs, and etc. have affected development. Students will evaluate the strategies/systems/issues that have promoted or impeded their optimal development. Students will complete a review of their own development with a focus on cognitive, emotional, and social development with the use of relevant theories (such as: Freud, Erickson, and Piaget). These should be integrated into the presentation for each life stage. Use a minimum of 10 references to support your claims. Presentations are due: Monday November 14, 2016 by 11:59pm. There will be a public wiki in Blackboard for students to submit their presentations to be graded by the professor and viewed by classmates.

Instructions for Presentation:

Students should be creative with their presentation and can do it in the format of a PowerPoint, video, Prezi, or any other professional format. Students are also welcome to incorporate video recordings, audio recordings, photographs or clip art, charts/graphs and etc. into their presentations. PowerPoints and Prezi presentations should be a minimum of 30 slides, excluding title & reference pages. Whereas pictures are welcome, slides only with pictures will not be counted toward the minimum 30. Only slides with text only or text and pictures (text and picture size should be proportional) will be counted toward the minimum 30. Note regarding videos: You are welcome to include video snippets of yourself in the past at different stages. However, your entire presentation cannot be an old video that someone recorded of you. If you choose to do an entire video as your presentation format, you must address all the information in the outline below and the video should reflect a compilation of your life. If you want to include other people (i.e. parents, grandparents, siblings, & etc.) in your video or audio recordings to talk about your development at different life stages, you may. If you are going to use video or audio tapes of yourself or anyone else, please email the professor a copy of the appropriate consent forms at the end of this document prior to you recording the individual. If you anticipate that your presentation may be very large and take up a lot of space, please let the professor know in advance so she can get extra space in the Wiki from IT. Presentations should be attractive and represent professional, graduate school-quality work.

The information should be presented neatly in complete sentences. It is your choice to do this in paragraph form or bullet points; as long as there is sufficient information and each of these points are addressed.

Presentation Outline

1. *Apply Freud, Erickson, & Piaget to each life stage: the Early Years, Middle Childhood, Adolescence, Young Adulthood, Middle Adulthood, & Late Adulthood. (Incorporate research in this area).

a. What would these theorists say about your development at each stage?b. Freud: Did you accomplish the tasks at each stage?c. Erickson: Did you accomplish the tasks at each stage?d. Piaget: Did you accomplish the tasks at each stage? Do you remember doing

these activities? (Go in more detail).e. Bronfenbrenner: Who were they key people in your ecosystem at each stage?f. Reflect: How have you changed over time?

2. Your choice to disclose: Do you have any type of diagnosis? How has that effected you?a. What age were you diagnosed?b. How did the diagnosis effect you when you were diagnosed? (Think about this

within the life stage you were at during time of diagnosis).c. What challenges have you experienced with this diagnosis?d. How have you overcome or dealt/managed this diagnosis?e. What is your current status with your diagnosis?

3. What significant life events have you experienced? Positive and/or Negative.a. How has that significant event affected you? (Think about this within the life

stage you were at during time of diagnosis).b. When did this significant event happen? (Think about this within the life stage

you were at during time of diagnosis).

4. How can your life experiences at each stage be used to help others?a. Why do you think God chose you to go through your life experiences?b. Besides counseling, what other ways can you help people like you?

5. Multicultural Considerations. How are the life experiences you experienced similar and dissimilar to others who identify the same as you in these categories? (Incorporate research in this area).

a. Genderb. Racec. Religiond. Agee. Languagef. Socioeconomic Status

*Everyone has at least made it to the Young Adulthood stage in this class. Complete your presentation to your current life stage. If you are in young adulthood; write and dream what you plan for middle and late adulthood. If you are in middle adulthood; write and dream what you plan for late adulthood. If you are in late adulthood; you will complete all life stages.

Video Release Form (Students)

I hereby grant permission to the rights of my image, likeness and sound of my voice as recorded on audio or video tape without payment or any other consideration as part of my class assignments for ___________ (class name) at East Texas Baptist University (ETBU) in the ________ semester. The conditions for use are as follows:

-This video will only be used for educational purposes in an online or face-to-face classroom setting.

-Only the instructor and other students (if used as part of peer review) will be able to access the recording.

-The recording will be housed in a password protected system and only appropriate ETBU faculty and students will have access.

-This recording will NOT be released to the public by ETBU and will not be used in any marketing initiatives by the university.

-I agree not to post any of my classmates’ videos from this course to social media, YouTube or any other sites.

By signing this release I understand this permission signifies that photographic or video recordings of me may be electronically displayed in a password protected learning management system. I acknowledge I will not share any of my classmate’s recordings in other venues on the Internet.

I will be consulted about the use of the photographs or video recording for any purpose other than those listed above.

There is no time limit on the validity of this release nor is there any geographic limitation on where these materials may be distributed.

This release applies to photographic, audio or video recordings collected as part of the assignments for the class noted above.

By signing this form I acknowledge that I have completely read and fully understand the above release and agree to be bound thereby. I hereby release any and all claims against any person or ETBU utilizing this material for educational purposes in the specified class.

Full Name___________________________________________________

Street Address/P.O. Box________________________________________

City ________________________________________________________

Zip Code______________________________________

Phone ___________________________ Fax _______________________

Email Address________________________________________________

Signature____________________________ Date____________________________

If this release is obtained from a presenter under the age of 19, then the signature of that presenter’s parent or legal guardian is also required.

Parent’s Signature_____________________ Date___________________________

Video Release Form (Interviewees)

I hereby grant permission to the rights of my image, likeness and sound of my voice as recorded on audio or video tape without payment or any other consideration as part of a class assignment for ___________ (class name) at East Texas Baptist University (ETBU) in the ________ semester. The conditions for use are as follows:

-This video will only be used for educational purposes in an online or face-to-face classroom setting.

-I will not be identified unless I choose to be by stating my name in the recording.

-Only the instructor and other students (if used as part of peer review) will be able to access the recording.

-The recording will be housed in a password protected system and only appropriate ETBU faculty and students will have access.

-This recording will NOT be released to the public by ETBU and will not be used in any marketing initiatives by the university.

By signing this release I understand this permission signifies that photographic or video recordings of me may be electronically displayed in a password protected learning management system.

I will be consulted about the use of the photographs or video recording for any purpose other than those listed above.

There is no time limit on the validity of this release nor is there any geographic limitation on where these materials may be distributed.

This release applies to photographic, audio or video recordings collected as part of the assignments for the class noted above

By signing this form I acknowledge that I have completely read and fully understand the above release and agree to be bound thereby. I hereby release any and all claims against any person or ETBU for utilizing this material for educational purposes in the class stated above.

Full Name___________________________________________________

Street Address/P.O. Box________________________________________

City ________________________________________________________

Zip Code______________________________________

Phone ___________________________ Fax _______________________

Email Address________________________________________________

Signature____________________________ Date____________________________

If this release is obtained from a presenter under the age of 19, then the signature of that presenter’s parent or legal guardian is also required.

Parent’s Signature_____________________ Date____________________________