There will be a forum on each developmental period. These forums provide an opportunity for students to present their research on topics and areas of interest. The forums also generate an exchange of important information and very lively discussions on pertinent issues and research in developmental psychology.

In Psychology 231, Lifespan Human Development I, the following forums are held: Forum #1 on Genetics, Prenatal Development, Infancy and Toddlerhood; and, Forum #2 on Early and Middle Childhood.

In Psychology 232, Lifespan Human Development, Part II, the following forums are held: Forum #1 on Adolescent Development; Forum #2, on Adulthood; and, Forum #3, on Aging, Dying and Death.

Students are required to present their research papers at these forums on their scheduled dates. The research paper is one of the required products as part of course fulfillments. Final papers must be submitted no later than a week after the forum presentation. Students are encouraged to be creative and imaginative for forum presentations and should consider their presentations similar to presenting at a formal conference. Your topic and an abstract of your presentation should be submitted to the forum coordinator at the designated time for inclusion in the program.

The Psychology 231 course includes a formal debate. This is an opportunity for students to cultivate their thinking, speaking, writing and research skills. The topic of debate is voted on by the students. The debate requires research and preparation outside of class time. The research developed can be used for a student's required research paper; and, students that choose to participate in the debate are not required to participate in a student forum, unless they desire to do so.

The debate is a formal production and is judged by a panel of judges, consisting of NVCC faculty and experts and citizens from the community. Students are coached to follow the forensic guidelines for debate teams. There also is a student moderator. Debates are videotaped for students' review and critique.

Debate topics have included: The pro's and con's of legalizing abortions; Teaching abstinence education vs. safe sex education and condom distribution in schools; Should there be population control?; Should parent training be mandatory? Does Divorce affect a Child's Development? Should There Be Transracial Adoptions?... among others.

Students will be asked to volunteer (or randomly selected) to summarize the activities and discussion of the previous class based on their notes, understanding or analysis. This summary takes place at the beginning of each class. The assigned student will be responsible for providing their own thinking and analysis of information covered in the previous class and to discuss how the material discussed can be applied to everyday life. Each student assigned to provide the summary should also be prepared to bring a one minute motivator to class to energize your classmates. This one-minute motivator could be a poem, a game, a puzzle, some physical activity, a song, a quotation or something innovative and creative from your imagination. The beginning of class is also a time that you may share with the class an article or study you have read related to the topic of discussion.

Students may be asked to make special presentations or share thinking or written assignments. All students are required to make a brief presentation of their research paper/project to the class during the topical forums. This is an opportunity for all of us to benefit from your research by sharing information, knowledge and scientific data.