I came from Molecular and Cell Biology (MCB) major at UC Berkeley. About 4,5 years ago I got "bitten" by the psychology bug he he he.
Just want to ace this Masters thing to apply for the on-campus PsyD...apparently my standing in MCB does not translate.
Capella classes seem serious but professor/instructor's involvement is minimal. Below is part of syllabus...so that you guys can disect.
*****************************
What you can Expect from Me
Usually!
I am usually online three days a week on weekdays (Monday- Wednesday - Friday) from about 7:30 to 10:30 a. m. CST. I will be "online" no less than 3 times a week no matter what the circumstances. There are times that I also check in during the afternoons. I occasionally check in on the weekends. However, do not count on that as I have other work and two young children.
I will try to respond to your questions within 24 hours.
I will respond to learners and provide feedback at least once a week. If you would like more feedback or question a grade, please contact me. I will be happy to give you explicit feedback and suggestions for improvement. If you do not ask me, then I cannot know what you want. It is your responsibility to request more feedback as often as you need it.
I will make every effort to return Assignments within 72 hours of the due date, excluding weekend days. If you are concerned do not hesitate to contact me and I will let you know where I am in the process of grading the Assignments and/or Discussions. If I am delayed, I will post an announcement in the course or send an email.
If you do not see a grade within 5 days of a Discussion Posting due date, please email me. Sometimes I release grades to learners and the learners still cannot see them.
I am always available by cell phone if you feel you have an emergency.
(cell phone # removed, -T4C) There are times that I have to be traveling and the aforementioned schedule may vary. I will post an announcement if I will not be able to adhere to the posted hours.
My Expectations of Learners
I am a strategist! I like to know exactly what is expected of me, so I try to be very clear about course expectations for learners so there are no surprises for either of us on the last day/week of the course.
Please know that these expectations are provided based on past experiences with learners of all college levels. They are not meant to offend anyone. Yes, I know, some of it seems ridiculous.
This is a graduate course, with graduate expectations. There is a tremendous amount of information to cover. Please plan ahead and structure your time. If you have academic accommodations please inform me.
1. There will be two types of work in this course. Discussion Questions – 2 each week, and Assignments – 4 throughout the course. In my opinion, they are all assignments because learners have to produce a document and turn it in. That being said, Discussion questions are like a mini paper and the Assignments are a longer paper (in general). Believe it or not, I have had learners who were unaware they were required to submit Assignments as well as Discussion Answers. At the end of the course they were missing 60% of their grade. Also, be sure to post the Discussions and Assignments in the correct place.
2. Learners should check the following areas each time signing in to the courseroom: Updates and Handouts, E-Mail, Ask the Instructor and Announcements.
3. Please, PLEASE, DO NOT GET BEHIND! It annoys everyone. Including the person responsible for your grade. I know life has a tendency to mess up all your plans and your schedule. So work ahead. If you have a choice of being late or being early, I would choose EARLY. The Discussion questions are not locked. You may access them at any time.
4. The Week/Unit Discussion Questions will be locked on Sunday Midnight Central Time each week. I wish we had time to continue discussions throughout the course, however, this is only a ten-week course and we need to move to the next subject area.
5. If you do not post your discussions and assignments on the day they are due then you will have until Sunday Evening Midnight Central Standard Time that same week to post your Discussions and or Assignments for that week. After Sunday Midnight, Central Standard Time you will receive a zero (0), Please Note – They are due during the week, they are late and points will be deducted if you do not post initial assignments & discussions on the due date. Please see the section on Late Submission Penalty.
6. If you are sick and cannot post, please try to contact me as soon as you are well. If you are not in the classroom for 7 consecutive days or more I will notify Academic Advising/Learner Support. So please keep me informed.
7. If you do get behind or overwhelmed, there are options we can discuss – AS LONG AS YOU CONTACT ME. I am fair and occasionally flexible. However, if you do not contact me and let me know what is going on to work something out with me, your grades will be adversely effected.
8. Please Remove/Edit the SUBJECT LINE when replying to a message/discussion, and type in a new Subject in the subject line that provides a description of your response. Ex: Frances Benton responds to Sally Jones Posting on Social Learning Theory.
9. Always try to use the REPLY feature when responding to a Discussion Posting. This enables others to follow the THREAD.
10. All deadlines will be posted by Monday July 9, 2007 on the Discussion and Assignment Pages. If you do not see it, ask me about it. I will have more information on Assignments the first week of the course.
11. Beginning the second Unit/Week – July 16, 2007, all learners are required to submit their posts to Capella's External Plagiarism Prevention Service called Mydropbox.com. I will forward a login and password for this service during the first week of the course. Please look in the course syllabus under Learner Expectations, scroll down to the end to # 4 External Plagiarism Prevention Service . Click on that link and follow the directions
12. Learners are to submit their post to Mydropbox.com prior to submitting the initial post in the courseroom. Learners are to submit the mydropbox.com attachment with their Unit Discussion Post. Mydropbox.com will email your report within 24 hours. (Usually with in 2 hours except at the end of the semester) Therefore, it is essential that learners include that extra time needed to receive the mydropbox.com report, in their work and submission schedule. It is advised that you practice submitting Week/Unit 1's Discussion Responses to Mydropbox.com to get an idea of how to use the program and what type of response time you receive. If you do not have current posts with which to practice, please feel free to use previous papers and /or posts –for practice only.
13. Do not include the Discussion Question or References when you submit to Mydropbox.com, it will increase your percentage. Please strive for 10% or less on your report.
14. For your information, I see every submission and re-submission learners submit to Mydropbox.com.
15. I expect learners to fully READ the Instructions for an Assignment /Discussion Question, and the Scoring Guides. By reading those and having them at hand when producing your submission, you will not miss anything. It is the learner's responsibility to know what is being asked of them and how you will be assessed.
16. I expect graduate level writing in APA style. If you do not have access to a current APA style book then please purchase or borrow one.
17. I expect an introduction and a conclusion in all initial postings. Please see example at the end of Faculty Expectations.
18. In addition to your INITIAL substantive postings, you are expected to make a minimum of TWO substantive RESPONSE postings per week. (Please see the Course Syllabus under Discussion Scoring Guide.)
19. When preparing your response to other Learners Discussion Postings, please FIRST choose a posting that has no previous response. (If possible, or the fewest responses) After you have posted a substantive response to two individuals, you may then want to make brief suggestions or comments to many other colleagues. By reading and commenting on multiple submissions, you are contributing to your own knowledge while assisting others.
20. One sentence responses are unacceptable.
21. WIKKIPEDIA IS NOT AN ACCEPTABLE RESOURCE.
22. Check the Discussion and Assignment section of the courseroom and/or the faculty expectations for due dates. Sometimes they are incorrect or do not match what is in the learning unit/assignment/discussion. Let me know of any discrepancies or questions.
23. Timely Postings are Important to the viability of discussions, please participate frequently and substantively.
24. Once Again!!!! Please review the Syllabus for Grades and Scoring Guides. Know what is necessary to receive a satisfactory grade. It is your responsibility to inform me by email when you have posted late and /or have not received a grade.
25. Try to enjoy the process of acquiring knowledge.
Discussion Postings – I realize some of the following is redundant.
1. In addition to your INITIAL substantive postings, you are expected to make a minimum of TWO substantive RESPONSE postings per week. Yes, I know it is redundant!
2. Please type in or paste the Discussion Question before beginning your Initial Posting. I need it there for two reasons. One, so I remember which Question I am now grading and two, so you can make sure you have fully answered the question. Please re-read the Discussion Question before submitting your post. Many students do not address or include half of the Discussion Question.
3. Please read and print the Example Discussion Posting –at the end of Faculty Expectations. This gives you an idea of what types of responses I am expecting. I expect an introduction and a conclusion statement/ paragraph.
4. I expect no less than three (3) references for each initial posting. Remember, the textbook is only a guide, a starting reference point for further research and study. Please read articles and journals to supplement your submissions. (NO WIKKIPEDIA PLEASE).
5. Please read all the instructions, presentations, textbook and articles AND INSTRUCTIONS/SCORING GUIDES before completing the Discussion Questions or Assignments.
6. Please do not use lists in your submissions. Summarize in paragraph (APA) form.
7. Know the difference between Compare, Contrast and Summarize.
8. All initial discussion postings will be graded. Please make a substantive APA style posting. Support your ideas with research, textbook and journal citations.
9. Please do not cut and paste from various sources. PLEASE DO NOT USE DIRECT QUOTES. Please use your own words.
10. Please do not give a recitation of a theory from the text , or a list of theoretical stages, I want you to think about the theory, give me a summary and then apply it to real world situations and practice.
11. All discussion postings must be signed to help me identify the source and to give you credit for the week's work. Please sign all postings with Name and Graduate Program. Do the same when you email me at my personal email address, include the course number and course name. For Example: Jane Alexander, Masters Program I/O Psychology , Lifespan Development, Psych 7120
Late Submission Penalty
Day 1 Grading begins at 90 %
Day 2 Grading begins at 80 %
Day 3 Grading begins at 70 %
No submissions will be accepted after Sunday Evening 12:00 am Central Standard Time of the week that the Discussion /Assignment is Due.
Final Reflective Paper will not be accepted after the Due Date, No exceptions.
Remember, the learning environment is one dedicated to the free exchange of ideas. All ideas are welcome.
Critical thinking is an essential skill for every psychologist. An honest appraisal and discussion of ideas is necessary for growth. Therefore, I invite you to offer suggestions, questions, and ideas to expand our contributions. Diversity makes your life exciting. However, please be respectful of differences and be professional in your postings.
Let us be respectful of everyone in the Course Room and have a stimulating and collaborative exchange. Let me know if there is anything, I can do to help.
Questions and Problems – Technical
I am sorry I will be very little help in this area. You will need to contact technical support.
Due Dates for Discussion Questions and Assignments
Week 1 Unit 1 u01d1 Human Development - DUE WED July 11, 2007
u01d2 Theory of Lifespan -DUE SAT July 14, 2007
Week 2 Unit 2 u02d1 Negative Influence DUE Tuesday, July 17, 2007
u02d2 Synaptogenesis DUE THURSDAY July 19, 2007
Week 3 Unit 3 u03d1 Contrasting Piaget DUE Tuesday July 24, 2007
u03d2 Attachment & Infant Development DUE-THUR July 26, 2007
Week 4 Unit 4 u04d1 Language Development DUE July 31, 2007 Tuesday
u04d2 Socialization DUE THURSDAY August 2, 2007
Week 5 Unit 5 u05d1 Cognitive Development DUE Tuesday August 7, 2007
u05d2 Moral Development DUE THURSDAY August 9, 2007
Week 6 Unit 6 u06d1 Gender Identity DUE Tuesday August 14, 2007
u06d2 Peer Group DUE THURSDAY August 16, 2007
Week 7 Unit 7 u07d1 Adolescent Development DUE Tuesday August 21, 2007
u07d2 Peer Network DUE THURSDAY August 23, 2007
Week 8 Unit 8 u08d1 Gender Development DUE Tuesday August 28, 2007
u08d2 Adult Attachment DUE THURSDAY August 30, 2007
Week 9 Unit 9 u09d1 Middle Adulthood Changes DUE Tuesday September 4, 2007
u09d2 Life-Task Changes DUE THURSDAY September 6, 2007
Week 10 Unit 10 u10d1 Late Adulthood Changes DUE Tuesday September 11, 2007
u10d2 Grief and Bereavement DUE Thursday September 13, 2007
ASSIGNMENT DUE DATES
u04a1 Case Study 1 DUE Sunday Midnight CST July 29, 2007
u07a1 Case Study 2 DUE Sunday Midnight CST August 19, 2007
u09a1 Case Study 3 DUE Sunday Midnight CST September 2, 2007
u10a1 Final Reflective Paper DUE Sunday Midnight CST September 9, 2007
I look forward to working with you. Dr. Benton.
Examples of Discussion Post that received full credit.
Language theorists posit that language acquisition typically follows a predictable series of steps. Describe how social and cultural factors can influence this process and three strategies that parents and child caretakers can use to promote language acquisition.
Environmental and nurturance factors are both associated with language acquisition. It is posited that when individuals learn to talk, the process is predictable and requires an environment that stimulates linguistic development (Caulfield, 2002). Aptitude in oral language is typically attained by the time a child reaches the age of five (Larney, 2002). Gestures are often used by children to express themselves before they begin to use words. Gestures have been considered a precursor to the development of language, as well as opportunities to integrate or to apply new meanings to their range of communication (Iverson & Goldin-Meadow, 2005). Furthermore, social and cultural factors, as well as parental interaction, also affect language development.
Social communication begins to develop at approximately seven months of age, and is considered important to language development (Selby & Bradley, 2003). Voice inflections, gestures, and personal space are all elements that influence the social context of language (Sternberg, 2003). Learning the social aspects of language, such as the ability to be a good listener, employ didactic speech, and engage the listener is just some of the skills children need to learn. Furthermore, it has been found that preschool children do have increased difficulty navigating their language when having to listen to various speakers, or determining when it is their turn to talk (Hetherington, Parke, Gauvain, & Parke, 2006). Finally, emotional regulation is considered an important component in the development of children's' social-emotional and cognitive functioning (Eisenberg, Sadovsky, & Spinrad, 2005).
Exposure to languages assists in the development of more than one language. It has been shown that early second language development may in fact be easier to accomplish in childhood (Hetherington, Parke, Gauvain, & Locke, 2006). There are many differences between the types of languages spoken. The order of the verb, subject, or object and the use of inflection across languages are just a few of the differences (Sternberg, 2003).
Lower socioeconomic status may influence language development. When a child's second language replaces essentials of their first language it is called subtractive bilingualism. It is posited that subtractive bilingualism occurs more frequently among children of lower socioeconomic status (SES) and it may actually act as a hindrance among lower SES groups (Sternberg, 2003). It has been posited that while bilingual children can effectively decode language, their ability to comprehend the material read may influence their overall language competence (Riley, Burrell, & McCallum, 2004). Parent/language separation is another factor that may negatively influence language development among the bilingual population. However, failure of the parents to refrain from language mixing may be due to different factors. For example, parents may use language switching to emphasize what they are talking about, for discipline purposes, or to catch the attention of the child (Goodz, 1989). Conversely, research suggests that children are not disadvantaged when they learn two languages concurrently. Rather, it has been demonstrated that further developed cognitive processes, thought flexibility, and more recognition of peers that are culturally different are benefits of bilingualism (Hetherington, Parke, Gauvain, & Parke, 2006).
There are many strategies parents can use to facilitate their children's language acquisition. First, it has been suggested that parents should talk with their babies by using simple language, exaggerating sounds, changing the inflection of their voice tone, and using descriptors that illustrate objects in their entirety (Caulfield, 2002). Second, parents need to be responsive to their babies through the imitation of their words, and by elaborating on some of the words babies use. Thirdly, it is important parents read to their children. Parents can look at colorful pictures with their babies or read short stories (Caulfield, 2002). Shared reading has been demonstrated to assist in language development. Describing items and engaging the child in the process through naming and pointing out objects are just two factors used to assist with language development (Laakso, Poikkeus, & Lyytinen, 1999). Finally, the rhythm of language and other sounds and words are learned more easily through the use of music (Caulfield, 2002).
It has been suggested that language competence is affected by several factors. One such factor is English as a second language. It has also been suggested that age or lower socioeconomic status influences bilingual development. Furthermore, learning how to communicate with others is important to linguistic development. Finally, parents can assist children with language acquisition through shared reading, talking, or imitation of sounds.
References:
Caulfield, R. (2002). Babytalk: Developmental precursors to speech. Early Childhood Education Journal, 30(1), 59-62. Retrieved August 8, 2006, from Academic Search Premier database.
Hetherington, E. M., Parke, R. D., Gauvain, M., & Locke, V. O., (2006). Child psychology: A contemporary viewpoint (6th ed.). New York, NY: McGraw-Hill.
Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 109, 109-118. Retrieved August 8, 2006, from Academic Search Premier database.
Goodz, N. S. (1989). Parental language mixing in bilingual families. Infant Mental Health Journal, 10(1), 25-44. Retrieved August 8, 2006, from Academic Search Premier database.
Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367-371. Retrieved August 8, 2006, from Academic Search Premier database.
Laakso, M. L., Poikkeus, A. M., & Lyytinen, P. (1999). Shared reading interaction in families with and without genetic risk for dyslexia: Implications for toddlers' language development. Infant and Child Development, 8, 179-195. Retrieved August 8, 2006, from Academic Search Premier database.
Larney, R. (2002). The relationship between early language delay and later difficulties in literacy. Early Child Development and Care, 172(2), 183-193. Retrieved August 8, 2006, from Academic Search Premier database.
Riley, J., Burrell, A., & McCallum, B. (2004). Developing the spoken language skills of reception class children in two multicultural, inner-city primary schools. British Educational Research Journal, 30(5), 657-672. Retrieved August 8, 2006, from Academic Search Premier database.
Selby, J. M., & Bradley, B. S. (2003). Infants in groups: A paradigm for the study of early social experience. Human Development, 46, 197-221. Retrieved August 8, 2006, from Academic Search Premier database.
Sternberg, R. J. (2003). Cognitive psychology (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning.
Name, Graduate Program Affiliation. (General Psychology Masters Program) ...