Life-Span Developmental Psychology Syllabus for 2011-2012
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Instructor Information

Course Information

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Course

PSYC-2314-001 Life-Span Developmental Psychology

Prerequisites

RDNG 0331-minimum grade of C or a score on a state-approved test indicating college-level reading skills

Course Description

The development of human physical, mental, emotional and social characteristics from infancy through maturity, the life span.

Student Resources Student Resources Website

Department Expectations

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Occupational License Disclaimer

Hours

(3 sem hrs; 3 lec)

Class Type

Online Course

Syllabus Information

Textbooks

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\ Vander Zanden, J.W., Crandell, T.L., and Crandell, C.H. (2009). Human Development (9th Ed.). McGraw Hill
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\ Seligman, M. (1995 or 2007). The Optimistic Child: A Proven Program To Safeguard Children Against Depression And Build Lifelong Resilience. Harper Perennial ISBN: 0060977094 (paper)
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Supplies

\ REQUIRED MATERIALS:
\ * Texts
\ * Instructor packet
\ * Spiral notebook / note cards
\ * 81/2 X 11 white typing / copy paper
\ * Stapler
\ * Access to word processor and to computer / internet (2nd & 3r

Student Performance

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\ The general goals and objectives of Lifespan Developmental Psychology are to help the student:

\ 1.    Learn and gain mastery over the basic facts and research findings, terminology, principles, and theories important in the various areas of lifespan developmental psychology.

\ 2.    Develop understanding, skills, and techniques for analyzing human behavior using a scientific approach.

\ 3.    Gain a basic understanding of the interaction between genetic and environmental influences on human development.

\ 4.    Gain a basic understanding of physical, cognitive, emotional and social development across the lifespan.

\ 5.    Gain a basic understanding of family, school and work achievement, and death and dying as they apply to lifespan development.

\ 6.    Analyze current issues and controversies in the field of developmental psychology.

\ 7.    Practice and develop critical thinking skills, and written communications skills.

\ 8.    Find ways to apply psychological findings to everyday life.

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Students Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

\ Students are expected to follow all Amarillo College policies and procedures.

Grading Criteria

MAKEUP POLICY:

Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

HOW DO I PREPARE FOR THE EXAMS?

1. Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC and/or read books on study skills, motivation, time management, and stress management.

2. Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.

3. I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.

4. If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.

5. Review the "How To Prepare For Exams" information to learn more about effective study methods.  This document can be found under the Lessons Tab.   

EXAMINATIONS:

1. There will be four multiple choice EXAMS.  All exams will be taken online.  Each exam is scored on a 100 point scale.  The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam.  The lowest exam score is automatically dropped.  Therefore, if you are happy with your scores on Exam 1, Exam 2, and Exam 3, then you have the option to not take the Comprehensive Final Exam.  The three exams that are not dropped will count for a total of 90% of your grade in the course.  Each exam will be worth 30% of your grade in the course.

2. The lowest exam score will be dropped.  Because the lowest exam score is dropped, there will be no make-up exams.  If you miss a scheduled exam for any reason, that  exam will be the one that will be dropped.   

3. There will be an item analysis on each exam.  If the majority of students miss (i.e., approximately 70% of the class) a question, that question will be taken out and an adjustment will be made (points will be added to the students exam score).  This method takes 1 - 2 days to complete, but I believe it helps to make the evaluation process fairer.  Your exam will not be instantly scored with the adjustment after you complete it.  You will get your score with the adjustment 1 - 2 days after the end of the test date period.  I will send you all an email indicating when the adjustment has been made.

4. Each exam will have approximately 50 questions.  The exams start at 12:00 am on the scheduled start date, and they will turn off at 11:55 pm on the last day scheduled for the exam.  Therefore, you will need to be sure to allow plenty of time to take the exam.  You need to allow an hour and a half to take an exam, even though most students will finish in about 50 minutes. Also, you will be able to see only one question at a time, and you will have one attempt for each question.  You are not penalized for guessing.  You will not be able to go back and review or answer questions.  Remember to click the “submit” button at the end of your exam.   

5. For test security reasons, you will not be able to see your exams after you take them.  However, I recommend you use the Companion Site for students for the textbook entitled Human Development.  This Companion Site for students will have many example test questions that will be similar to your actual exams.  You can access the Companion Site for the textbook by going to

http://highered.mcgraw-hill.com/sites/0073370428/information_center_view0/and click on Student Edition (you will see Online Learning Center Student Edition).  This site will provide you with practice exams for each of the chapters in Human Development. These resources provide similar exam questions for you to practice.  They are not required, but they are highly recommended. 

6. In order to check your grades, you can go to the Home Page and see "About This Section" and click on " Click here to check your grades."  The other option to see your grades is to go to the Reports tab. Then, under Category, choose Grades. Under Report, choose Student Grades. 

When you look at your grades you may notice that the categories of "overall," and "exams overall," will appear low because as you take exams more points are added into these two categories. These two categories will be accurate at the very end of the semester after you have completed all of the exams. 

Also, the "discussion participation overall" grade will not be calculated until the very end of the semester.  If you are on track with your participation assignments then you will not hear from me.  If there is a problem with one of your participation assignments, I will let you know so that you can correct the problem and get back on track. 

7. Each online exam will consist of about 50 questions.Each online exam will have a time limit.  You will be notified of the amount of time when you start your exam.  You will have approximately 1.5 minutes per test item.  After you answer a test item, you may not go back to that test item at a later time during the exam.  The questions for each exam will be presented to you one at a time.  The questions must be answered in the order given.  Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing.  For test security reasons, the exams are not released for review.

8. All exams will be taken online.  You are allowed to use your notes on the exams.  The exams are timed (approximately 1.5 minutes per test item) so you will not have much time to look up the answers.  In other words, you will need to know the information well before you take the online exams. 

You may not have another person with you at the time that you are taking one of the online exams.  If there is indication that you received help during an online exam, the penalty will be an F in the course and likely expulsion from Amarillo College.  

9. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

10. An example of how to calculate your grade: if you, for example, made an 82 on exam 1, 79 on exam 2, a 93 on exam 3, and 100 on participation, you would do the following calculations.  Remember, each exam is worth 30% of the course grade and participation is worth 10% of the course grade.  You would not include the final exam if you were happy with your scores on exams 1, 2, and 3.  Here are the calculations: 82 x .3 + 79 x .3 + 93 x .3 + 100 x .1 = 24.6 + 23.7 + 27.9 + 10 = 86.2.  Your grade in the class would be a "B."

11. Final Grades Scale

            A = 90-100

            B = 80-89

            C = 70-79

            D = 60-69

            F = 0-59

12. You will primarily be tested on the assigned readings. You will not be tested heavily on the video lectures / lessons.  The video lessons provide additional clarification and real-life examples of many of the concepts in the reading.

DISCUSSIONS:

The discussion board has two purposes: 1) to provide a way to participate, and 2) to allow students to post questions or confusing questions about the reading and have other students and/or the instructor respond to the questions.  If you have general questions (and answers) that other students may benefit from, please direct them to the instructor by posting them in General Questions and Answers. When I answer the question (or when you answer a question) in "General Questions and Answers", all students will be able to see my (and your) responses.

 

PARTICIPATION / CONNECTION RESPONSES:

How do we participate in this online class?

Your course schedule (found in the Lessons Tab) will give you the instructions for participation as you proceed through the assignments of the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.

Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assigned chapter before you post your response.

Where do we go to post our response in the class?

Participation occurs in this class by clicking on the lessons tab, then go to discussion forums, and then click on the specific chapter.

Where do we find the homework assignments?

The way in which you participate is by following the instructions in your course schedule (found under the Lessons Tab), which will indicate the type of homework assignment.

What types of homework assignments will we have? 

There are two types of assignments that are designed to facilitate your critical thinking about the reading: 1) a structured discussion question or 2) a connection response.

Can you explain the difference between a structured discussion question and a connection response?

The structured discussion questionis very straightforward in that it is a structured question that I design and you answer based on the reading assignment. The directions for each discussion question is found in your course schedule. 

The connection responseis a detailed response consisting of your reaction and opinion to a reading assignment.  The connection response is more open-ended (less structured) than the discussion question. 

Each connection responseshould reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to a major concept from the chapter.You can also talk about how concepts from other readings from any source relate to a concept in your assigned reading. It is critical that you title each connection response with your name and the chapter that you are responding to.

Connection responses(like the structured discussion question)help students find meaning in what they read. The process of making connections to the main concepts in the reading helps with remembering the concepts. If you can remember a concept, you can then apply that knowledge in your life.

These connection responsesare not a summaryof the reading. No credit is provided for a summary of the reading. You may want to ask yourself the following questions as a way to help you create a connection response:

1) How does this concept (a concept from the reading that you choose) help you to cope with stress or to enrich your life?

2) How does the reading relate to your community, or your family?

3) Is there something in the news (or online) or something a friend has experienced that directly relates to something in the reading?

4) How does the reading relate to other books, films, web sites, or articles you have read?

5) You may also take one side or another with an issue in the reading. If you choose to take one side or another, you must support your opinion or viewpoint with facts either from the textbook or from another reputable source.

Are we required to respond to other students posts?

After you read a student's connection response, I encourage you to respond to some of their connections with your own response. I would like to keep this part optional. You do not have to respond to each student's response. However, I do believe that the class will be more interesting if you do make some genuine responses to other people's responses.

If you respond to another person's connection response, please do not just say "I agree." or "I couldn't have said it better." These responses are not really contributing to the discussion. Instead, provide some details about the other persons response. For example, how do you feel and think about what the other person has stated in their response.

You are not tested over these responses made by you and your fellow students. However, I hope that you will read them because I believe they will help you learn the material by seeing how others are connecting to the main ideas of the reading.
 

Do we need to save a copy of our responses?

Yes. I recommend that you write your response in Word, and save a copy in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course.

How much will participation count in terms of the overall grade in the course?

Participation will count as 10% of your final grade. The maximum score for participation at the end of the semester is 100.  You will receive a grade for participation at the end of the semester. You will notice that the overall grade for the course will not be accurate until the very end of the semester because your participation grade will not be included in the formula until after the final exam.

You can assume that you are on track with your responses unless you hear from me. If the quality of your response is low, I will email you with feedback to help get you back on track.

The quality of your participation is based on what you bring to the course with regard to your responses and your responses to other persons responses. You will be able to determine the student who puts his or her heart into the response and discussion in contrast to the student who provides very little to the group. In addition, you will be able to see other students' connection responses which will help you to improve your own responses.

How long should each response be?

Each response, whether it is a structured discussion question or a connection response, should have a main idea and several supporting statements. Make each connection response at least 300 – 600 words single-space and in 12 point character size.

GROUND RULES FOR DISCUSSION:

The objective of establishing ground rules is to both honor free speech and the dignity, respect, and worth of everyone in the classroom.

• In order to create a climate for open and honest discussion and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.

• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.

Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?

Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?

• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.

• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.

• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.

TECHNICAL PROBLEMS:

If you experience a technical problem then you will need to contact the Helpdesk at 371-5992.

OPTIONAL EXTRA CREDIT RESEARCH PAPER:

It is possible to accumulate 5 points of bonus credit (half of a letter grade) added to your final grade in the course. In order to accumulate the bonus credit, you must complete an eight-page research paper on a topic of your choosing, but approved in advance by the instructor. No other extra credit option is available. If you want to explore the possibility of doing the optional research paper, you must contact the instructor by phone to talk about a topic that interests you. If you decide to do the optional research paper, you must turn in a detailed outline of the paper that includes the sources in the outline. The outline of your paper is critical because it provides the direction and organization of your paper. I will not accept a paper without this outline.

Deadlines for the research paper:

Topic Approval:  October 10 

Outline: November 7(If you do not meet this deadline, you cannot take the optional research paper option.)

Research Paper: November 28(One point penalty/day for each day the paper is late.)

OPTIONAL RESEARCH PAPER CRITERIA / CHECK LIST:

The following criteria provide a description of the requirements and guidelines for completing the optional research paper. The research paper must conform to the criteria listed below. Each criterion below is worth 1 point.

A maximum grade for the paper is a 5; this score means that 5 points will be added to your final grade for the course (half of a letter grade). One point will be subtracted from the possible 5 points for not complying with each of the listed criteria (note exceptions where they apply) . Therefore, you must check your paper for each criteria before you turn your paper in for a grade.

Example: let us say that your paper had the following problems: 1) 5 pages in length (-1), 2) 16 pt character size (-1), 3) not use APA style (-1), 4) you use articles from the news paper and not scholarly references (-1), and 5) you single space the paper (-1). Your grade for the paper would be 0.

The point here is to pay close attention to the criteria listed below because each criteria is worth one point. (Please let me know if you are unclear about any of the following criteria at any time during the development of your paper. I want you to get all of the credit; do not assume - talk to me).

There is an example paper on reserve in the library if you would like to see an example.

Use this list as a check off for your paper (each factor is worth 1 point):

Eight pages in total length

Turn in 2 copies of your paper; I will return one to you and keep the other one for my files.

Typed & double spaced

1" margins on all sides

12 pt character size / Times New Roman font

You must use at least 5 references (journal articles & book chapters)

APA style: (citing sources & references) I will not accept a paper that DOES NOT have the cited sources in the body of the paper and the list of references at the end of the paper. There are many APA Style web sites online.

Popular magazines will not be accepted for your paper, for example, Time , Reader's Digest , Life , Parents , Prevention , etc.

You need to use scholarly articles from quality journals in the field of psychology, psychiatry, medicine, social work, etc. These articles must have listed references. Examples of journals include: Journal of Counseling Psychology, Child Development , Journal of Applied Social Psychology, Psychological Bulletin, American Psychologist etc.

You may also use as many scholarly books (books with cited references) as you need. If you are in doubt about a book, you need to have the book approved by your instructor.

You may use the Internet to search for journals by using Psych Info on First Search. However, many web reports are not scholarly sources. Clear the source through the instructor before you rely on it for your paper. Again, any source that you use must have cited references; if it does not then it is not a scholarly article, chapter, etc.

You must gain approval of your topic through your instructor.

One point will be subtracted for each day the paper is late.

Scholastic dishonesty, including plagiarism, will result in a grade of “F” for the course, and likely expulsion from Amarillo College.

Research papers should have the following: A title page, 8 pages of text, and the reference page.

You will need to email the paper to me by the deadline.

 
GUIDELINES FOR EVALUATING THE OPTIONAL RESEARCH PAPER:

The "A/B" paper (5 points): 

1. A clear central idea that relates directly to the assigned topic
2. A clear organizational plan, meaning a well organized introductory paragraph that indicates to your reader where you are going in your paper. The introductory paragraph indicates what you will be talking about in your paper.
3. No weakly developed paragraphs (detailed, well-supported)
4. A solid introduction with clearly stated thesis.
5. Major points are developed logically and are supported with concrete, specific evidence or details that arouse the reader's interest.
6. Most paragraphs show strong development (details, examples)
7. Strong topic sentences
8. Essentially free from mechanical errors (run-ons and fragments)
9. No serious grammatical errors
10. Ideas are expressed freshly and vividly
11. A solid conclusion with a strong final comment
 

The "C" paper (3 points):

1. Meets only the basic criteria, and those in a minimal way
2. A central idea related directly to the assigned topic and presented with sufficient clarity that the reader is aware of the writer's purpose.
3. Organization is clear enough for the reader to perceive the writer's plan. However, the introductory paragraph does not specifically indicate where you are going in your paper.
4. Paragraphs coherently present some evidence or details to substantiate the points.
5. Lapses in the organizational pattern or the use of transitional devices.
6. Writer uses ordinary, everyday words accurately
7. Generally avoids both the monotony created by series of choppy, simple sentences and the incoherence caused by long, tangled sentences.
8. Although the essay may contain a few serious grammatical errors and several mechanical errors, they are not of sufficient severity or frequency to obscure the sense of what the writer is saying.
9. Supporting examples from the assigned reading are evident, but are generally not used adequately throughout the essay or may be inadequately developed.
10. Writing may contain some extraneous or loosely related material.
 

The '"D/F"' paper (1 point): has any one of the following problems to an extraordinary degree or it has several to a limited degree:

1. Lacks a central idea
2. Lacks a clear organizational plan
3. Does not develop its points or develops them in a repetitious, incoherent, or illogical way
4. Does not relate directly to the assigned topic; there may be little, if any, development of supporting examples from the assigned reading
5. Contains several serious grammatical errors
6. Contains a limited vocabulary so that the words chosen frequently do not serve the writer's purpose
7. It is simply (or essentially) a summary of the reading assignment or the essay is so brief that the rater cannot make an accurate judgment of the writer's ability.

DROPPING/AUDITING THE CLASS:

The last day to withdraw is November 16.  You must officially drop a class in the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA.

Please feel free to discuss any concerns you may have with your progress in this course with the instructor. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule.

No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency (such as death in the family) or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

Attendance

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\ ATTENDANCE POLICY:
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\ Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.

Calendar

Additional Information

This course surveys the major areas of lifespan developmental psychology - the science of individual human development. The course emphasizes an understanding of the important methods, terms, theories, and findings in the field of lifespan psychology.