DEP2004 – Developmental Psychology
3 Credit Hours
INSTRUCTOR: Don Pearson
Contact Phone Number: 727-512-6211
Campus Email: Please contact me through MyCourses (directions below) or via email outside of the course at .
How to email within MyCourses:
· Click on Course Content (at the top of this page)
· Click "Email Instructor"
· Click "Email Don Pearson"
· Type your message
· Click "Send"
Email:
ACADEMIC DEPARTMENT
Dean of Social Sciences: Dr. Joseph Smiley
Department Chair Name: Dr. Douglas Rivero
Office Location: UP337C
Department Chair Office Number: (727) 394-6948
COURSE DESCRIPTION
This course is a study of human development from conception to death. Emphasis is on the ongoing changes which result from the interaction of inherited and environmental factors, and on the uniqueness of the individual. This course has a substantial writing requirement and meets three hours weekly.
Link for Course Description:
http://www.spjc.edu/webcentral/acad/CourseDescriptions.php?pre=DEP
COURSE GOALS
The primary goal of this course is student success in developing an understanding of the biosocial, cognitive, and psychosocial contributions of human development across the life span.
COURSE OBJECTIVES
A. The student will acquire knowledge of the nature of human development throughout the life span.
B. The student will acquire understanding of the principles of development.
C. The student will acquire understanding of theories and models of human development.
D. The student will acquire knowledge of the effects of genetic and environmental influences on human development throughout the life span.
E. The student will acquire understanding of the periods and the aspects of life span development.
F. The student will acquire knowledge of the methodology used in the student of life span development.
PREREQUISITES
Prerequisite for this course: PSY 1012 or PSY 1020(H).
Proficiencies in MyCourses; Word; credible web research; and Library or Library Online research are needed. The instructor will assist students as needed in further developing this skill set.
REQUIRED TEXTBOOK & OTHER RESOURCE INFORMATION
Berger, K. S. (2016). Invitation to the life span (3rd ed.). New York: Worth Publishers.
ISBN number for text: ISBN-13:978-1319061784
ISBN-10:1319061788 (paperback)
IMPORTANT DATES
Course Dates: 2/6/2017 – 5/4/2017
Drop/Add: On or before 2/10/2017
Last Day to Withdraw with a Grade of W: On or before 4/2/2017
DISCIPLINE SPECIFIC INFORMATION
The Psychology Lab, ES 309, is an interactive lab with multiple learning tools. The Psychology Lab also contains computers and “hands-on” resources to assist your in-depth exploration of psychology and its applications.
ACTIVE PARTICIPATION
Active participation is defined in two ways: regular attendance and completing assigned coursework. In terms of regular attendance, active participation is defined as not exceeding four unexcused absences. Active participation is also defined as completing assigned coursework. If students have more than four unexcused absences or incomplete coursework, students must contact the instructor to determine an academic plan for successful completion of the course. If students have violated the active participation policy in terms of attendance or completing coursework, and if students have not contacted the instructor to establish a plan for completion of the remaining requirements of the course, then students will be reported as not actively participating in the course, which may result in a grade of WF. If you are in your third attempt at completing a course, you will be given a grade of “WF” at any point that you attempt to withdraw or at any point that you violate the active participation policy.
If illness or other emergencies prevent you from attending class, please notify the instructor immediately and make arrangements to get class notes. Students are responsible for all materials covered in class.
ASSIGNMENTS
1. Study Activities: Current Issues and Trends
The purpose of study activities is to engage students in critical thinking exercises that apply psychological content to current issues and trends. The following critical thinking exercises will count in the study activity category of your grade and will be assigned and explained during class. Students will select and complete *four* of the following:
a. The Girl in the Window (Worth 25 points)
b. The Last Lecture (Worth 25 points)
c. Completion of Practice Quizzes for Chapters 1, 2, and First Two Years
(Worth 25 points)
d. Completion of Practice Quizzes for Early Childhood, Middle Childhood, and
Adolescence (Worth 25 points)
e. Completion of Practice Quizzes for Emerging Adulthood, Adulthood, and Late Adulthood (Worth 25 points)
Important Note: Detailed Step-by-Step Instructions for Study Activities are explained on MyCourses in the “Study Activities” module.
2. Research Studies: Your Own Data Collection and Analysis
Students will gather “experiential” research; record and analyze thoughts and impressions; evaluate experiences; synthesize experiences with course content; and ponder reflections. Students will select and complete *two* of the following:
a. Naturalistic Observation Study on Attachment – Students will observe and record the interactions between a parent/caregiver and his/her infant (about 9 - 24 months) through naturalistic observation; can be completed with a team. (150 points)
b. Is Size, Aggression or the Threat of Aggression Ingrained in the
Identity of Boys? Girls and the Disney Channel/Nickelodeon Dilemma – Students will watch episodes and view toy choices for boys and girls. Then, students will analyze the extent to which gender socialization may contribute to the aggressiveness of boys and the sexualization of girls; can be completed with a team. (150 points)
c. Adolescence Then and Now: A Structured Interview – Students will conduct a guided interview with a person 65 or older to inquire about their adolescent years. Then, students will analyze and evaluate how adolescence has changed over time; can be completed with a team. (150 points)
d. Views on Death: Modified Cross Sectional Design – To analyze and report views on death, students will briefly interview three people from the following groups: a child or adolescent; a young adult or middle-age adult; and an elderly adult; can be completed with a team. (150 points)
e. Field Trip and Reflection (if offered) – Students will attend a class field trip and compose a reflection that integrates course content. (150 points)
f. Create an Artifact about a Current Issue or Relevant Topic as Related to Human Development – If students select this option, they need to work in a team of approximately four. Then, the team needs to select a topic (such as: “Political Campaigning and Bullying: Is there a Difference”). The topic should be compelling, current, and relevant to human development. *The instructor needs to approve the topic.* Then, the team needs to decide on the type of artifact they will create. Examples of artifacts may be a viral video; a created, produced, and recorded original song; data collection on campus that includes calculating the results; etc. *The instructor needs to approve the artifact choice.* Then, the team can divide the workload, integrating academic research into the process. *The workload plan needs to be submitted to the instructor so team members are accountable for their part of the project.* (150 points)
Important Note: Detailed Step-by-Step Instructions are located in MyCourses in the “Research Studies” module.
3. Guided Autobiography and Integration of Theory
Important Note: If a student would prefer to conduct a guided biography on a “famous” person’s life as opposed to one’s own life, please consult the instructor.
The following assignment is designed to integrate the content covered in class with self -reflection. Students will compose an autobiography about one segment of life they have already experienced or are currently experiencing, such as: infancy, early childhood, the school years, adolescence, young, middle, or late adulthood.
The goal of this assignment is to reflect, ponder, and integrate psychological theory to “capture” one segment of your life.
Three components are graded and need to be integrated into your Guided Autobiography. How you integrate the three components is up to you.
Component 1: Description (If students submit a text-only description, as opposed to submitting a PowerPoint Slide Show, then the word count is about 400 words.)
Students will use their own memories; any written records of his/her life during that time period (such as baby books, diaries, report cards, and/or pictures); and/or accounts from relevant people (such as parents, caregivers, grandparents, friends, teachers, or neighbors) to include a broad description of his/her development during that segment with specific examples and experiences. Be sure to include any key life experiences that occurred during the segment of life you chose. Be creative!
Component II: Integration of Theory (If students submit a text-only integration, as opposed to synthesizing the theory with the PowerPoint Slide Show, then the word count is about 400 words.)
Students will choose one theory discussed during class that explains his/her development during the life segment. Choose a theory that is both personally meaningful to you and appropriate for the segment of life you chose. For instance, if you choose your adolescent years, then you may analyze the stage of Identity versus Role Confusion, according to Erikson’s Psychosocial Stages of Development. To provide a full analysis, you may need to recycle back through the earlier psychosocial stages to briefly note the crisis and resolution associated with the prior stages of Trust versus Mistrust; Autonomy versus Shame and Doubt; Initiative versus Guilt; and Industry versus Inferiority. However, the bulk of your integration should focus on identity development (Identity versus Role Confusion). Avoid defining the theory; instead, integrate your life segment with the relevant portion of the theory you chose.
Component III: Reflection (If students submit a text-only reflection, as opposed to integrating the reflection into the PowerPoint Slide Show, then the word count is about 200 words.)
In your reflection, please include the following:
• What sources of information were helpful in developing your autobiography?
What sources would have been helpful, but were not available to you?
• How well did your chosen psychological theory explain that segment of your life? In what ways did the chosen theory fall short in explaining that segment of your life? Which other theory might have filled that void? Explain.
• What influenced you to choose the particular segment of your life? In general, describe your impressions and experiences while composing your autobiography.
Important Note: Detailed instructions and a drop box are located in MyCourses under the “Guided Autobiography” module.
GRADING
Student’s total points scored on the following will determine his/her final grade:
6 Unit Quizzes (200 points each) ______1200 points
20 Discussion Posts______200 points 4 Written/Research Assignments ______600 points
______
2000 points
The student’s final grade in this course is determined on the basis of his/her accumulated points:
A = 1900 – 2000 points / (90 – 100%)B = 1800 – 1899 points / (80 – 89.9%)
C = 1700 – 1799 points / (70 – 79.9%)
D = 1600 – 1699 points / (60 – 69.9%)
F = 0 – 1599 points / (0 – 59.9%)
Each student can determine his/her grade at any point during the course by totaling the number of points accumulated to date and comparing it to the total number of possible points. For example: After the first test (possible 100 points), and two study activities (possible 50 points), the maximum possible point value equals 150. If you received a total of 130 points on the three assignments, then divide 130 by 150 obtaining a score of 86.6%, which means you have earned a B thus far.
COURSE ETIQUETTE/NETIQUETTE
Students are expected to respect diverse opinions during class discussions, some of which may center on sensitive topics. Rude, crude, or disrespectful behavior will not be tolerated and may result in class withdrawal.
Students are expected to complete exams and assignments independently, unless the assignment is given a “team” option. Cheating may result in failure of the course.
Plagiarism is not tolerated. Academic honesty violations may result in failure of the course. Please consult the following link for more information:
http://www.spcollege.edu/academichonesty/
Students are expected to contribute fully to the workload of team assignments. If a conflict arises during a team project, the team must immediately consult the instructor for assistance. Failure of a student to contribute to team projects may result in his or her failure of the assignment.
Please silence your cell phones during class. If a student has a concern regarding silencing his or her cell phone, please consult the instructor.
Please be reminded that online communication through MyCourses or other means is saved, stored, and can be referenced. Please do not put anything in an email, drop box, or discussion forum that you would not openly share.
COURSE OUTLINE
The Course Outline is located via the Calendar Tab in MyCourses. The Course Outline includes chapter readings, due dates, and objectives.
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