Human Development: Life-Span Psychology 220 Winter 2015 Course Syllabus General Information: Instructor: Dustin Jones Email: [email protected] Phone: 801-243-0942 Office Hours: By appointment Course Description: This course is designed to provide students with an introduction to human development and takes a bio-psycho-social approach to development across the life span. We will explore human development from conception and birth to old age and death. We examine growth and developmental patterns and describe the characteristics of various developmental stages. Course Objectives: Students will understand and remember the basic developments that occur across the lifespan, the basic patterns of thought, emotion, and behavior characteristic of individuals at each stage of the lifespan, and the important individual and contextual influences on human development. Students will understand the key concepts and theories that are predominant in the literature on human development. Students will be able to more effectively communicate verbally and in writing about human development. Students will be able to analyze and critically evaluate ideas, arguments, and points of view about human development. Students will be able to apply knowledge of human development to addressing real-world issues. Students will be able to more effectively communicate verbally and in writing about human development. TEXT AND MATERIALS Title: Life-Span Development Author: John W. Santrock Edition: 14th Publication Date: 2013 ISBN: Publisher: McGraw-Hill EVALUATION CRITERIA Class Quizzes: Throughout the semester twelve quizzes will be administered that will cover the text, discussion, or assigned readings from the previous week and/or current week. Each quiz will consist of 5 questions, each worth 2 points, and will include T/F, multiple-choice, short answer, etc). Late quizzes/make-up quizzes will not be provided. At the end of the semester, your lowest 2 quiz scores will be dropped. Late quizzes/make-up quizzes will not be provided. Exams: Three exams will be given at roughly even intervals throughout the semester. Exams will emphasize material covered in the most recent unit, but may require you to draw on understanding of previously covered concepts. Questions will consist of multiple choice, matching, and/or true-false questions. All examinations will be given in the testing center (Heber J. Grant Building) and must be taken during the designated days and testing center hours. If you miss, forget, or otherwise fail to take an exam – do not email me or the TA asking, “What can I do for?” my answer will be I am sorry but you cannot take the exam. Chapter Reflections: The purpose of the reflection is to help you connect concepts that we cover in this course to your personal and professional life. It is also an opportunity for you to explore psychological materials, beyond the textbook, that you find especially interesting or relevant to your life. During the semester you will be required to turn in 4 chapter reflections (see due dates). You will describe how the concept has been, is currently, or will be relevant to your life (i.e. in your career, education, personal life, relationships, etc.). You will also need to seek out research articles, news articles, video clips, advertisements, photographs, cartoons, quotes from books or talks, etc., to supplement and provide more information about the concept you describe. Ideally, these should also be interesting to you and personally relevant. See assignment detail for more information. Article Critique: The goal of this assignment is to expose students to the wide range of topics covered by psychological research. In addition, and most importantly, critically reading and review journal articles is a skill that all students should acquire. For this assignment you are required to review a research article from a peer reviewed journal and critique the contents of the article. You could either search for an article on a specific topic of interest, or you can thumb through a recent issue for something that looks interesting. You will complete a total of 2 article critiques throughout the semester. You may turn in this assignment early, but watch for the due date. See assignment details. In-Class & Out-of-Class Application Assignments: In-class & out-of-class assignments or activities worth points ranging from 5 to 25 points will be given at random throughout the semester. Occasionally, students will be given a task to complete outside of class—typically these will be application activities aimed at integrating class information in the real-world. These assignments will involve the application of materials covered in your text and in class lecture. I cannot predict when inclass assignments will occur (varies with pace of discussion, class comments, lecture pace, tangents, etc). In-class assignments are collected the day they’re given. If you aren’t there, you miss out on the points. There are no make-ups. Details for out-of-class assignments will be provided both in class and on Learning Suites. Course Project: To assess your learning over the semester, and as a replacement of a final exam, you will join with a group of other students (3-4 per group) and find a way to get involved with an aspect of life span development in the community. You will integrate the physical, cognitive, and psychosocial aspects of “textbook” development interacted in your experience. This project will begin early in the semester and you will have deadlines throughout the semester for certain aspects of the project. It is designed to give you more hands on experience with development and help you incorporate a semesters worth of learning into what actually takes place outside of the classroom. Each class member will give at least 8 hours of service. During presentation week, your attendance is expected (if missed, you will receive a zero). Additional information will be provided on Learning Suites. GRADING SCALE: A 93% to 100% A- 90% to 92.9% B+ 87% to 89.9% B 84% to 86.9% B- 80% to 83.9% C+ 77% to 79.9% C 74% to 76.9% C- 70% to 73.9% D+ 67% to 69.9% D 64% to 66.9% D- 60% to 63.9% E 0% to 59.9% W Withdrawal I Incomplete Points Possible 300 100 100 100 % of Grade 39% Course Project Project Plan Follow-up Team Presentation Final Accounting Group Evaluations 175 25 20 70 40 20 23% Quizzes (In Class) Chapter Reflection (4 @ 20 pts ea.) In & Out-of-Class Activities Article Critique (2 @ 20 pts ea.) TOTAL 100 80 75 40 770 13% 10% 10% 5% 100% Exams Exam I Exam II Exam II Classroom Policies: Class Meetings Class meetings typically consist of both lecture and discussion. To facilitate learning, it is important for you to prepare by actively reading the assigned material before our class meeting. Come to class prepared to discuss what you have learned and to ask any questions. This course thrives when everyone is willing and prepared to participate in the conversation. We will have a number of class and small group discussions. I realize that it can sometimes be difficult and uncomfortable to fully engage in classroom discussions, but part of your grade in this course will be based on your ability and willingness to step out of your comfort zone. With practice, it will become easier, and hopefully even fun, to engage in this type of learning. Attendance and Participation While I will not formally take attendance each day, at the end of the semester you will complete a self-evaluation and account for your class attendance, punctuality, etiquette, participation in discussions, and respect for your peers and instructor. The evaluation will be considered a homework assignment, and thus it will be graded. Borderline final grades will also be affected by your attendance and participation. Respectful Environment Please help me and your fellow students create an environment that fosters learning and communication. We should all be respectful in our behavior and comments. There are a number of topics covered in this class that will be sensitive and personal for many people. Remember that we all have different backgrounds and experiences. If you have specific concerns, please feel free to discuss them with me. Furthermore, I ask for your help in eliminating distractions in the classroom. Disruptions to the learning environment include (but are not limited to): talking while others are speaking, reading newspapers or magazines, texting, surfing the web, working on assignments for other classes, using personal electronic devices for anything other than take notes, eating in class, coming late to class or leaving early, etc. I do understand that on rare occasions it might be necessary to either arrive late or leave early. I do prefer that you come to class on those occasions when you must be a little late or leave a little early, rather than not attend at all. However, make every effort to avoid this if possible. On those occasions when it is necessary, please do so with as little disruption to the class as possible (i.e. take a seat near the door and enter/depart quietly). Turning in Assignments/Papers: Most assignments are turned in via canvas and you may submit assignments any time before the due dates listed. Do not email me any assignments via my personal email or Canvas– they will not be graded! All assignments MUST be submitted in .doc, .docx, pdf, or .rtf format or I cannot view them and they will not be graded. Use APA format for all your papers! Papers must be typed, double spaced, 12 point, Times New Roman font, with 1 inch margins. Also, please format all documents as follows: Name (or Group #)_AssignmentName. EX Jones_Parenting; Group3_Projectplan Group Work: It is important to understand that group work does not equal a group grade. That being said; any assignment that is group work will be graded on an individual basis. This will be done through peer evaluations and my personal observation. Late Work and Missed Assignments or Exams As a general rule, I do not accept late work. I like to hold students to the assigned due dates in order to maintain fairness. Missed in-class assignments, quizzes, and discussion groups cannot be made-up or be completed early. Because exams are available for multiple days (see course schedule for details), there will be no late or make-up exams given. If there are extenuating circumstances, please talk to or email me PRIOR to the start of exam day so you can take it early. Papers and out-of-class assignments will be accepted late. There will be a 10% deduction for each day that the assignment is late up until 5 days, after which no points will be given.. Do not email me excuses or stories regarding your late work; I’ll simply direct you to this policy explanation. I will always give you plenty of time to complete an assignment. I also understand that unexpected emergencies or illnesses may come up. Email or talk to me as soon as possible if something should arise. You may be asked to provide documentation that will enable me to understand the reason for your absence or late submission. Excused absences include: documented illness, deaths in the immediate family and other documented crises, call to active military duty or jury duty, and official University activities. Accommodations for these excused absences will be made in a way that does not penalize students who have a valid excuse. Without this documentation, you may not receive credit. Extra Credit I want you to feel comfortable putting your efforts in this class to learning rather than getting a grade. I recognize though that grades are important, and if you are not satisfied with your grade on an assignment/exam there will be options for extra learning. During the course, you can earn a maximum of 20 extra credit points. A Note on Potential Course Changes: As the course instructor, I reserve the right to make changes to class content, schedule, quizzes/tests, readings, and assignments based solely on my discretion. I will attempt to give students appropriate notice when possible. University Policies Academic Honesty/Plagiarism Cheating will not be tolerated. During exams please work alone. If you are caught cheating, you will receive a zero on the assignment or exam, and may even receive a failing grade in the course. Writing submitted for credit must consist of your own ideas presented in sentences and paragraphs of your own construction. The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support your own work (not substitute for it) and must be clearly identified by appropriate introduction, punctuation and by footnoting or other standard referencing. The substitution of another person's work for your own or the inclusion of another person's work without adequate acknowledgment (whether done intentionally or not) is known as plagiarism. It is a violation of academic, ethical, and legal standards and can result in a failing grade not only for the paper, but also for the course. Because of the seriousness of the possible consequences, if you wonder if your papers meet these guidelines, you should talk to me, visit a writing lab, or consult current version of the APA Publication Manual. Honor Code: In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and every instructor's expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards. Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24-hours). Student Disability Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.
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