PREFACE: Human Growth and Development, Psychology 251

NOTE: Do First  To confirm/validate your enrollment in this class  complete and send the Honor Code and FERPA Policies (a course requirement!). Do them now.  See the "Policies" menu item or scroll down this page. Of the Policies (read 'em all and one Clause) pursuant to this course, the HC and FERPA are numbers 1 and 2 and must be done to progress in the course.  
Thank you.

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Please read this entire page

Internet instruction is a dynamic opportunity to learn from afar, without the restrictions imposed by land-based classes. Internet courses take advantage of the technologies, mixed with life style differences to make for an optimized learning experience. Specifically, my Internet courses occur entirely on-line. By that I mean all communications, submissions, tests, etceteras take place on the Internet---no visit to the College is required. The courses are time-framed for 8-weeks and are semi-asynchronous. Asynchronous means that the tests and paper submissions are not concurrent in time, the dates are flexible to fit your time. For example, the on-line tests may be taken within a 3-day window, whenever the time is good for you.

However, I should point out, having offered a dozens of courses on the Web that two personality traits stand out as requisites for success. They are: Self-motivation and Self-discipline. A high degree of each is required, as the reinforcers provided in land-based classes are absent. Think about it. Oh yes. and one more thing: USE THE SCROLL BAR!

Again, welcome to the idea of "Distance Learning".



This syllabus is intended for students enrolled in Psychology 251-IT. It is designed to be used by you to strategically achieve an enjoyable learning experience, a "good" grade, and in addition, to get your money's worth.

Catalogue Description:
The study of the phenomena of human growth and development and the influence  of biological, cognitive, and psychosocial factors from conception throughout     life.  Topics include: prenatal development, infancy, childhood, adolescence, and adulthood.  Prerequisite:  PSYH 151

 A human growth and development course in psychology deals with basic  psychological concepts, which are intended to introduce you to (1) much of what  is known about human behavior, (2) how that knowledge is acquired, and (3)  what applications that knowledge may have. A primary outcome of the  teaching/learning environment is to cause us to inquire, wonder, and participate in  a shared academic experience in an area possibly unmatched in 21st century.

A human growth and development course in psychology deals with basic psychological concepts, which are intended to introduce you to (1) what is known about human behavior, (2) how that knowledge is acquired, and (3) what applications that knowledge may have. My primary purpose in teaching is to seduce you into learning and participating in an academic area possibly unmatched in the 21st century. I hope to whet your appetite for inquiry and learning rather than satisfy it by providing "answers."

Learning does not occur in a vacuum, but rather between real people in real situations. However, a scientific study of psychology would be both biased and remiss without an adequate consideration of some non-people (theory, methods) topics. Hopefully, a blending of pure and applied psychology has occurred which will lend balance and insight into the discipline of scientific psychology. Relatedly, I have purposely not adopted any one perspective on the subject, e.g., behaviorist, experimental, humanistic, but instead I have opted for a healthy eclectic approach.

1.    Identify the key concepts and principles of the major theories of developmental psychology
2.    Identify the various factors (biological, cognitive, & psychosocial) that influence human development across the lifespan
3.    Describe the methodological approaches used to study human development
4.    Evaluate current and past research in developmental psychology
5.    Evaluate scientific and nonscientific explanations of human development across the lifespan; assessment
6.    Apply basic principles of developmental psychology to one’s own life experiences


7.     Develop a sensitivity to differences among individuals and an openness to the factors that underlie those differences
8.     Develop a positive attitude concerning the role of psychology in society

The college is committed to a process of effectively assessing and documenting student learning.  Instructors and students both share in the responsibility to assist in an effort to promote continuous improvement in course delivery and student achievement.   This course addresses the following general education outcomes. 

 General Education Outcomes

C4:  Social Sciences: Apply scientific concepts and methods of  inquiry in the Social SciencesSocial Sciences Core Course
c1:  English: Demonstrate precision and clarity in writing.
In1:  Critical Thinking:  Employ critical thinking skills in addressing issues and problems.
In3:  Cultural Diversity:  Analyze the role of cultural diversity in the development of the individual, the community, and the global society.
In5:  Health:  Identify behaviors that promote the health of the individual.

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A special "thank you" to Linda Krystowski, Melissa Siwinski, Larry O'Grady, Chris Nottingham, Joe Querin, Patty Kushner,  the Social Sciences/Human Services Division and "Computer Services" of Lorain County Community College.


Dr. Mark B. McKinley, Professor, Psychology

A.A. Degree, Northwestern Michigan College
B.A. and M.A. Degrees, Michigan State University
Ed.D. Degree, Nova Southwestern University
Further study, Kent State University.

3 years at St. Clair County Community College, Michigan.
>From 1966 to present at Lorain County Community College, Ohio.
Visiting-Exchange Professor, Bakersfield College, California, 1990.

“CRYBaBY: An Analysis of the Cry-Language of Babies,” Folkways Records, Inc. N. Y., 1973.
“CRYBaBY: An Analysis of the Cry-Language of Babies,” Archived: Smithsonian Museum, 2007
“Psychology:  Readings and Experiences, Kendall Hunt Pub. IW, 1973.
“Subliminal Persuasion” (video), LCCC, OH, 1978.
“Psychology Activities (Lab Manual), J. Weston Walch, Pub. MA, 1981.
“DREAM ANALYSIS KIT,” Embium-5, OH, 1981
“ISTCC Museum,” ISTCC, 2004
“The Collected History and Significance of Talking Clocks,” National Association of Watch and Clock Collectors (NAWCC), Bulletin, 2004.
“Syllabus": Psychology 151, 251, 257, 259,” LCCC, 2008

EGOCENTRIC Time,” International Society of Talking Clock Collectors (ISTCC), 2007
“The Psychology of Collecting,” National Psychologists (online) 2007
"Expressions of Time,"  National Association of Watch and Clock Collectors (NAWCC), Bulletin, 2007
"How Much is it Worth?" National Association of Watch and Clock Collectors (NAWCC), Bulletin, 2008
 “What Time Is IT, But What does “IT” Mean?” National Association of Watch and Clock Collectors (NAWCC), Bulletin, 2009
PBS-TV WVIZ “Applause” program, October, 2009
“Mark McKinley: Talking Clock Collector” Ohio Magazine, February, 2010
TICk TOCk TALK: The History and Significance of Talking
Clocks  National Association of Watch and Clock Collectors (NAWCC), Publication date, October, 2010
Damn IT, IT’s About Time: Psychological Perspectives in the 4th Dimension
  (Book: in process)
“If It’s Midnight, What Day Is It?” (Article: in process)

Business Consultant
Travel Director Conducted 10 LCCC European Tours
Psychology Manuscript Advisor
Public Lecturer


The materials required for this course are noted below:

TEXTBOOK - Human Development, Papalia & Martorell, 13th Edition, 2015, McGraw Hill Publisher. Note: The hardbound text is available in the LCCC Bookstore.  Check with the publisher’s Web-site for e-textbook(s) or other alternative text-formats. 


VIDEOS - A series of twenty-plus videos accompany the course and are intended to deal with topics/areas not specifically explored in the text. Videos are broadcast on LCCC's cable channel, the dates and times will be provided at the beginning of the Term---
All Telecourse programs are available in the LCCC Library for viewing at your convenience.  Videotapes  are also available in the LCCC Library to be borrowed for viewing.
Videos  are also available via "streamed"---you must have broadband connectivity.

SYLLABUS - What you are viewing is the Syllabus for the course.  A good idea would be to explore this Syllabus, click on everything clickable, including the "Learning Modules" button on the Front Page. The 5 point Practice Test, on the first Friday, is based on the Syllabus.

COURSE CALENDAR - Dr. McKinley’s IT Course Calendar, with: Test dates, Assignment due dates, Progress Charts, Module Start and End dates, and... will be sent via your MyCampus e-mail on the FIRST DAY OF THE TERM


NOTE: The course is divided into 3 MODULES with 4 SECTIONS each---click on the "Learning Modules" button on the Front Page.  Each SECTION begins with some Preview Questions followed by a set of Objectives/Outcomes. Following the Preview and Objectives, a series of Learning Activities are designated for each SECTION. Learning Activities include: (1) specific textbook reading references, (2) videos,  and (3) Internet sites. Each Module is concluded with Topical Questions, a vocabulary list and a Self-Test.  Only submit assignments per the Module that is active (begin a new Module after the conclusion of the prior Module)

Your grade for this course will be based on your successful completion of the following FOUR THINGS: Note: Please read this entire page!:


Note: If you are  recognized by the Office of Disability Services as requiring additional time,  there is no penalty for the appropriate extension of time beyond the stated test-minutes


Major NOTE: In order to receive grades, you must have completed the Honor Code and the FERPA Forms---Click on the POLICIES button from the Menu or scroll down to the POLICIES





(T-Q's)  Click on the "Learning Modules"  menu item, then click on the relevant Module button.

§ Topical Questions with Comments/Reactions.   At the end of each Module there are topical statements/questions (T-Q's)  that are designed to elicit an informed and articulate  ( a suggested 5-7 lines) reaction/comment from you (where "informed and articulate" is meant  to be based on course material viz: text, videos, Web-sites).

Select just 2 T-Q's from each Module (there are at least 4 to select from in each Module) look them over and click on the " Click here..."  and select a Topical Question of your choice and you will go to the page with a "field" for you to type your informed and articulate comments/reactions.  Enter your name and Internet e-mail address where appropriate and click the SUBMIT button.  As an added feature, your comments will be posted anonymously for the rest of the class to view.  Be sure to read what others are "thinking."

§ You are required to do a total of six (6)
Topical Q’s for the whole of the course, that is just two for each Module, as part of determining your course grade.  The 2 Topical Questions for a particular MODULE must be submitted by the last date for the end-of-the MODULE---8:00am on a Monday.   Doing more than the required 6 Topical-Reactions will not enhance your grade---just do a course total of six, again, that is two per Module.

§Each Topical Question Comment/Reaction
 completed is worth 1-2  points. Your reactions/comments will be graded as 1-2 points depending on how well formulated and articulate they are---sometimes even 3 points if really well wrought!  .

THING FOUR: 1 End of the Term PAPER.
§ There is a 4-5 page paper (approximately 1000 words minimum) required for the course.  Select one (1) of the following three topics for you paper and integrate it with who you are as a person. Describe, assess and discuss the subject matter in the context of "Human Growth and Development."  Be sure to use the vocabulary (terms and concepts) relative to the course, suggested (about) 5-6 per page. The paper is worth 20 points and due any time between the 5th week and 7th week of the course. See the calendar for the last possible date of submission.

§ PAPER REQUIREMENTS: The Paper will be graded on the following elements: Vocabulary terms/concepts, grammar/punctuation/spelling, cogency, length, cover page,  and the “leaps tall buildings” factor.  Also: MS Word doc, 12 point font, double spaced, standard margins. NOTE: You must underline, HIGHLIGHT or bold the vocabulary terms/concepts in your paper. The "vocabulary terms/concepts" may be from the textbook, syllabus or videos.  The use of the pronoun I is appropriate for this assignment---this is not a research paper as requiring documented resources. If you are not familiar with a “proper” cover page go here: ( )


§ Submit the paper as a MS Word doc. attached to an e-mail and send it to: 


Topic One: #1: Biographical research yields important longitudinal data about individuals and can provide interesting information about the "whys" of human development.  Locate your "baby book," if one exists, and ask your parents or relatives whether they have any recollections of events that were significant in your life--be sure to include your own remembrances. Then, chronologically order the collected significant elements and use them to write a paper outlining your physical, social, emotional and intellectual development.

Topic Two:  #2 There seems little question that physical appearance is a critical element in personality development. And specifically, the "body ideal" as attested to by commercials for makeup, diet foods, "living bras," hair sprays, suntan oil, etc. Consider making a frequency count of references of such commercials (magazines or television) as they describe the "body ideal." What does commercial America say is the ideal body of the male/female? What parts of the body are given the greatest numerical attention? Then write a brief report of your findings inclusive of your thoughts on the relationship between
body-image and self-image.

Topic Three: #3  Family Photo Albums are a pictorial history of a family's "life times."  Use this paper as an excuse to "see" and remember.  Your paper will consist of your thoughts, insights, and feelings as they  relate to this course--- "Human Growth and Development."  One obvious consideration is to see how "birth order" may have factored into your personal, intellectual, and social development. Note: Students who have chosen this topic have universally reported the very positive
non-academic benefits of the assignment!

NOTE: I will summarize your progress (Test GRADES, Site-Reviews and Topical Q's) with a Progress Chart at the end of each Module. You will be identified by the last 4-digits of your student ID.

Your Course Grade:
It will be determined by Practice Tests (5 points), three 35 item TESTS (multiple choice, worth 35 points each--105 points), plus a COMPREHENSIVE  FINAL EXAM (75 Q's, multiple choice, worth 75 points), a PAPER (20 points), Site-reviews (24 points) and your reactions to 6 Topical Questions (max 12 points) and "extra" MERIT points where available.

The Grading Scale is:  A = 93%-100%, B = 84%-92%, C = 69%-84%, D = 60%-68%

NOTE:  Final course grades: Extra  points (if  present) are added to an individual students point total to determine the final grade.   Additionally,  poorly/carelessly wrought e-mails, e.g., spelling, grammar are to  be taken into account for grading purposes.

Another NOTE: Why not the Classic Absolute Scale:  Most "students" who have "grown up" with the CLASSIC Absolute Scale, i.e., 90-100, 80-89, etc.  seem to minimize/overlook the fact that the Internet instruction is a different breed of "animal" vs. the traditional land-based form of instruction. Almost always, the CLASSIC Absolute Scale  is used in a closed book, no-notes and "timed" (50-minute to two hours) testing environment.   Commonly, as with this course, IT tests allow for open book and notes to be used over an extended time period. e.g., days! 

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NINE POLICIES and one Clause
Completing the Honor Code and  the FERPA Policies are course requirements.

1. HONOR CODE: psychology students will use only legitimate sources (Textbook/notes/videos) of information in completing their exams and assignments, and will honestly report all sources of work submitted and will not assist or be assisted by unauthorized persons or references.  In addition to the Psychology Honor Code, please see LCCC's Code of Student Conduct, available in the College Catalogue.  See specifically: A. Academic Issues.

I assume that students enrolled in my psychology classes are honest and will abide by this code. To accept this agreement, please affix your "signature" in the space below and then press the submit button.

Type in your name and course number 251: 
Your Internet E-mail Address (this will be used for many course communications): 

P.S. Academic Dishonesty: plagiarism of any kind: to steal or pass off as one’s  own the ideas, words, writings….of any length derived from an existing  source  without citing the quotation as such and listing the complete source. For  additional information, see the College Catalogue

Family Educational Rights and Privacy Act

The Family Educational Rights and Privacy Act provides student access to information about themselves, permits students to challenge such information about themselves, and limits the release of such information about students without the students, explicit written consent. Procedural guidelines are available in appropriate College publications, and copies of procedures may be obtained from the Admissions or Records Office.

Since this course requires communication on academic matters via e-mail, and because there may be opportunities for parents or others to access or view a student's e-mail account, the Federal Government, Lorain County Community College and Dr. Mark B. McKinley require your signature and date in order to communicate to you your academic progress, as associated with your enrollment in this Psychology class. "Academic progress" is taken to be the results of course assessments, i.e., test scores/grades, assignments, etc.

So that I may send a copy of a Class Progress Report to all enrolled students, I will use the last 4-digits of your Student ID-Number as your class-ID. The ID's will be randomized on the Progress Report so as to fulfill the basic requirements for compliance with the Act.

To validate your consent, please type your legal name (signature), today's date and your course number in the spaces below and then press the submit button.

Your Name:
Today's Date:
Enter Course Number 251:

3.  Attendance/Comunication Policy: If I do not have periodic communications (Honor code and FERPA)  from you by the second Friday (the date of the first test)  of the Term, you  will NOT not receive the Test, nor assignment updates.  It is your responsibility to check your Internet e-mail  frequently and reply when appropriate!

4.  COPYRIGHT: TESTS/EXAMS are for personal use only.  Students enrolled in Lorain County Community College's Psychology Internet classes are subject to the following conditions: 1) The test documents may be used solely for personal and informational course related needs, 2) The test documents may not be modified, 3) Copying, printing, or redistribution of tests is strictly prohibited, 4) Any infringements of these conditions will be investigated and the offending party/student will be subject to both legal liability and the College's Disciplinary Policy.

5.  Conditions under which an INCOMPLETE may be issued: The student was unable to complete  the course due to circumstances and conditions beyond the control of the student AND there is a reasonable possibility that the student will be able to complete the course requirements within the required time. Conditions under which the work must be complete: A contract between the faculty and student must be negotiated and signed prior to final exams and issuing an "I."

(a.) In such cases, the student and faculty will sign a contract stating materials and activities the student must successfully complete and the date by which the student must complete those; (b.) Faculty will set the date to complete the course requirements considering the work to be done, his/her personal schedule and the schedule of the student.; (c.) If the student does not complete the course requirements within the allotted time, an "F" will be recorded for the course on the permanent record of the student.

6.  WITHDRAWAL from courses begins on the eighth calendar day of the term and proceeds through 4:00 pm on Friday of the week 2-weeks prior to the end of the term (if confused, please check the College catalogue). Students wishing to withdraw from a course must complete a withdrawal form obtained at the Records Office (1-800-995-5222 ext. 4067).

7.  STUDENTS WITH DISABILITIES: In accordance with College policy, if you have a documented disability and require accommodation to obtain equal access in this course, please contact me at the beginning of the semester/term or when given an assignment for which accommodation is required.  Students with disabilities must verify their eligibility through the Office of Special Needs Services located in the Learning Resources Center, Room 115 (phone extension---4058).  These privileges are not retroactive.


Having taught nearly a hundred courses on the Internet, it has become increasingly the case that some students forget that even though there are no walls to the “Internet Classroom” it is still an academic environment with the associated standards of literate and decorous communications.

I receive e-mails that are darn near impossible to decipher given the poorly spelled words, lack of appropriate word capitalizations, no sentence ending periods, incorrect tenses, an inability to render properly the differences in the words “to,” “two,” “too,” "their," "there," and the list goes on adnauseam.  While this is not an English class per se, and recognizing that we all make some inadvertent mistakes (including those in this Syllabus) in the employment of the written language, I will, however, take into account slovenly wrought communications in factoring your grades.

Relatedly, Internet classes seem to have a tendency to bring out negative characteristics in some students which I have not found in land-based classes. In all of my many years of teaching “live” classes on campus I have not encountered the kind of aggressive, demanding, and irrational comments from students (just some) as I have teaching via the Internet. I suspect that the egalitarian atmosphere and anonymity of the “Internet Classroom” is partially the blame, but then too, it may be partially attributable to the general decline of civility in the outer world beyond the Ivory-Tower.

And finally, I am mindful of the fact that the above policy will pertain only to a small minority that cause such a “policy” to exist in the first place.  Very much like the fact that most of society’s laws are existent because of only about 4-7 percent of the population, alas.

And so, let us not undermine the learning experience afforded by Web-instruction with negativisms, but instead we all shall use “spell check” and “make nice.”

Given the wide latitude/flexibilities per assignment submissions for this course and still having persons abuse time-frame deadlines (it is always and only just a few who are recalcitrant), I am instituting a “LATE POLICY.”    I am not wise enough to judge “excuses” so please note that assignments that are submitted after the due date/time (the end of a Module) will suffer a penalty (unless prior communication with me has extended a deadline).  Clearly, it is not fair nor just to excuse “late” when others are “on time.”

Note: If you are  recognized by the Office of Special Needs as requiring additional time,  there is no penalty for the appropriate extension of time beyond the stated test-minutes)

Penalty per WRITTEN ASSIGNMENT(S): One to 24 hours past the end-time of a MODULE will result in a 25% point reduction.  Twenty four to 48 hours past the end-time of a MODULE will result in a 50% point reduction.
Beyond 48 hours, the penalty is the loss of a finger.

Stuff Happens Clause: You step in the stream, but the water has moved on, and so it is that this Syllabus does not constitute a binding contract.  To maintain the integrity of the learning experience, the professor reserves the opportunity and right therein to alter/change this Syllabus.  Should such changes/alterations occur, the professor will notify students by verbal or written addendum(s). Relatedly, this Syllabus contains forward-looking statements such as “will,” “should,” “intend,” “expect,” as well as similar terms.  The professor is under no obligation to be held to any of these forward-looking statements, whether as a result of new information, future events, or natural catastrophes.

Oh yes, and one more thing: Yesterday was the deadline for all course related complaints, laments, grievances, annoyances, injustices, tribulations, gripes, and/or dissatisfactions.