PSY 200: Lifespan Psychology

Syllabus

Spring 2014

Room BE 4159

Instructor:Pat Russell, Psy. D.

Office:BE 4126

Office Hours:By appointment only

Email:

Time:Daily 9:00 a.m – 9:50 a.m.

Required Text:Arnett, J. (2012). Human Development: A Cultural Approach,

Pearson Publishing

Course Description

This course covers issues in life-span development, including the scientific method as applied to developmental psychology, current research, theories, cognitive, emotional, psychological, biological, emotional, and psychosocial development from birth to through late adult, all the way to death & dying.

Critical Thinking:

This course introduces students to theories, issues, and research in developmental psychology. Students are encouraged to think critically about the scholarship on development. This course is meant to expand your conceptual frameworks and to develop your ability to evaluate the scientific and popular literature on development. It is not aimed at providing a summary of facts for students to memorize.

Intersection of Identities:

An important focus of this course is the way in which culture, gender, ethnicity, social class, and age all intersect and interact to impact & influence development.

Course Structure:

A variety of teaching methods will be used in this class. Class time will often involve a combination of discussions, group work, lectures, videos, and other student activities.

You are responsible for reading the assigned text BEFORE class. Be sure that your schedule permits regular class attendance, and that you bring an open mind to all course activities.

Requirements

Attendance:

Attendance & participation in class are critical to the learning process. There will be a sign-sheetat each class. Do not come late & leave early – if you do so it will be counted as an absence. You are responsible for any information you miss from another student in class. You are expected to be in class for each and every student presentation. Total=100 points (10 for each week – you will be allowed one week’s worth of absences except for the student presentations)

Course quizzes:

Two in-class quizzes will be given. They will include multiple choice & short answers. There will be no make-up quizzes if you miss class the day the quiz is given. Total=100 points (50 points per quiz)

Reading Response Papers:

There will be 10 weekly reading papers due. These are to be 2 pages, double spaced, comments on the reading assignments for the week and they are due each Friday weeks 1 through 10. No late papers will be accepted. The papers are expected to be double spaced, in 12 point font, hard-copies only. No handwritten papers will be accepted. Total 100 points (10 points per week)

Mid-term presentations:

You will be assigned to a group of students for mid-term presentations. There will be three groups; each one will focus on a specific area of development that has been studied up to the midterm: biosocial development, cognitive development, and psychosocial development from prenatal development through middle childhood. Each presentation should be 20 minutes in length, give a comprehensive overview, and cite recent research or controversies from articles outside of the assigned reading. Each group member will submit a brief, one page summary of their own participation in the group. Total=50 points (for each group member, including paper)

Final Partner Presentation & Paper:

You will be assigned to a partner who you will research with & present on some aspect of developmental psychology that we covered in class. You and your partner will present on that topic during the final two weeks of the class. Presentations should be 15 minutes, and you may use PowerPoint, multi-media, handouts, class exercises, etc. Total=50 points (per group member)

Presentations should include:

  • An overview of the topic
  • Current research in the field
  • How the topic or issue impacts development culturally, socially, with gender, etc.
  • The future of the issue

The final paper is an individual write-up of the partner project topic. Included in the paper is a description of your role in the project. Each paper must be at least 10 pages in length, double-spaced, and hard-copy. It is due on the last day of class. Again, no late papers will be accepted. Total=100 points

Grade Assignments

Your final grade will be based on the number of points you receive out of the maximum of 500 points. Please do not ask me how many points you have! This is up to you to keep track of. I will return papers & assignments as quickly as possible. It is up to you to pick up your papers when I bring them in.

Grades are assigned on a 4.0 scale:

LetterPercentPointsGrade

A95-100%475-5004.0

A-90-94%450-4743.7

B+87-89%437-4493.3

B82-86%414-4363.0

B-80-81%400-4122.7

C+77-79%388-3992.3

C72-78%363-3872.0

C-70-71%350-3621.7

D+65-69%337-3491.3

D60-64%313-3661.0

EBelow 60%Below 3000.0

Etiquette and Participation

  • During class, you are expected to be attentive. You must participate in discussions and group activities.

DO NOT use your cell phone or other electronic devices – turn off the ringer and place it in your bag away from your attention during class. Do not call, text, instant message, or chat with your neighbor

  • I recommend that you abstain from using your laptop or tablet during class. Many students have good intentions in note taking on their laptops, but their learning is commonly obstructed by the distraction posed by the laptop.
  • Be respectful of your classmates at all times. Any actions that I deem to be disrespectful will result in removal from class.

Academic Honesty & Student Conduct

Cheating, plagiarism and other forms of academic dishonesty are subject to disciplinary action and will be handled according to college regulations. Follow the Seattle Community College student code of conduct at all times. Violations of the student code of conduct will be reported to proper college officials.

As a college student you are expected to speak & behave in a manner that is respectful of me and of other students. You are encouraged to critique what is presented in the readings or in class by me or your peers. However, all critiques should be grounded in theory and research evidence and not individual experience alone, and should be presented in a respectful manner. In addition distracting and potentially disruptive or disrespectful behaviors are out of place in a college classroom. Some of the behaviors that will not be tolerated are (but not limited to):

  • Talking to your neighbor
  • Reading newspapers, magazines, etc.
  • Texting
  • Using your cell phone
  • Coming to class late
  • Leaving early
  • Listening to music
  • Sleeping in class

Students with Disabilities:

In compliance with Seattle Central Community College’s policy and equal access laws, I am available to discuss appropriate academic accommodations that you may require as a student with a disability. Requests for academic accommodations should be made as early as possible to avoid delays in implementing the accommodations. Students should register with the Disability Services office for disability verification and for determination of reasonable academic accommodations.

Inclement Weather:

Please see the SCCC website to determine whether campus operations have been suspended. The instructor will also post an announcement on the course webpage whenever possible to notify students of cancelled classes.

Course Schedule (Subject to Change):

Week / Date / Topic / Assignment Due
1 / 4/7 / Introduction to class, syllabus / Read Chapters 1
4/8 / Intro to development
4/9 / Theories of development
4/10 / Theories continued
4/11 / Heredity & Environment / Response Paper 1
2 / 4/14 / Prenatal development / Read Chapters 2
4/15 / The First two years
4/16 / Biosocial
4/17 / Cognitive
4/18 / Psychosocial / Response Paper 2
3 / 4/21 / Infancy/Toddlerhood / Read Chapters 4 & 5
4/22 / Biosocial
4/23 / Cognitive
4/24 / Psychosocial
4/25 / Culture & Early childhood / Response Paper 3
4 / 4/28 / Early & Middle Childhood / Read Chapters 6 & 7
4/29 / Biosocial
4/30 / Cognitive
5/1 / Psychosocial
5/2 / Culture & Middle Childhood / Response Paper 4
5 / 5/5 / Group Presentation Mid-Terms
5/6 / Group Presentation Mid-Terms
5/7 / Group Presentation Mid-Terms
5/8 / Responses to Mid-Term Presentations’
5/9 / Individual Meetings / Response Paper 5
6 / 5/12 / Adolescence / Read Chapter 8
5/13 / Biosocial
5/14 / Cognitive
5/15 / Psychosocial
5/16 / Culture & Adolescence / Response Paper 6
7 / 5/19 / Emerging Adulthood / Read Chapters 9
5/20 / Biosocial
5/21 / Cognitive
5/22 / Psychosocial / Response Paper 7
5/23 / Instructor Out
8 / 5/26 / Memorial Day No Class
5/27 / Young Adulthood / Chapter 10
5/28 / Biosocial
5/29 / Cognitive
5/30 / Psychosocial / Response Paper 8
9 / 6/2 / Middle Adulthood / Chapter 11
6/3 / Biosocial
6/4 / Cognitive
6/5 / Psychosocial
6/6 / Response Paper 9
10 / 6/9 / Late Adulthood & Death & Dying / Chapters 12 & 13
6/10 / Death & Hope
6/11 / Dying & Acceptance
6/12 / Bereavement
6/13 / Culture & Death / Response Paper 10
11 / 6/16 / Student Presentations
6/17 / Student Presentation
6/18 / Student Presentations
6/19 / Student Presentations
6/20 / Wrap up / Final Papers Due
1 / Lifespan Syllabus Spring 2014 Seattle Central Community College