COURSE SYLLABUS PSY 303 LIFE SPAN DEVELOPMENT SUMMER

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1 COURSE SYLLABUS PSY 303 LIFE SPAN DEVELOPMENT SUMMER 2016 Welcome! Instructor: Dr. Dianne Bennett Phone: (cell) or Class Meetings: Tuesdays On Campus 6pm -9:10pm Class Location: Bush 201 Consultation Hours: Immediately after class and/or by appt. Required E-Textbook: Invitation to the Life Span, Second Edition, By Stassen-Berger, Kathleen ISBN: 13: Price: $49.50 Recommended Web Resources National Institute of Child Health and Human Development (Links to an external site.) Centers for Disease Control (Links to an external site.) American Psychological Association (Links to an external site.) American Association of Retired Persons (Links to an external site.) Rollins Olin Library (Links to an external site.) Course Description Welcome Psychology 303! This course is an introduction to the study of growth and change over the lifespan. Topics include prenatal development, cognitive development, attachment, personality, social development, and gerontology. These topics form a basis for a discussion of the major theories of human development including cognitive development, social learning, and psychoanalytic models. Prerequisites for this course are: PSY 101. Co-requisite for psychology majors: PSY 301, 304.

2 Credit Hour Statement: This course is a four credit hour course that meets 7.5 hours per week for six weeks. The value of four credit hours results from work expected of enrolled students both inside and outside the classroom. Rollins faculty require that students average about 2.75 hours of outside work for every hour of scheduled class time, or about 10.6 hours a week. In this course, the additional outside of class expectations are assigned reading, asynchronous online activities, experiential education activities. Did you know before registering for this class that is a Blended Course? What is a Blended Course? This course presents a unique opportunity to learn about human behavior from a multidimensional and multicontextual perspective in a Blended Learning format. For those of you who are new to Blended Learning, a blended course is a course that utilizes in class face-toface classroom activities as well as activities outside of the classroom to meet the course learning outcomes. Among the many advantages of a blended course, and the one I believe you will appreciate most, is its flexibility. The time you are required to spend on campus is reduced. As you will see in the course schedule, there are assignments that will be completed and submitted off campus (e.g., online discussions, observations, interviews, online quizzes and exams). This will be discussed in more detail during our first class meeting at which time I will answer all of your questions. Meanwhile, feel free to me with any questions before the first day of class. Once you have been oriented to the Blended format on the first day of class, you will be introduced to the life span perspective of human development and discuss the many characteristics of this contemporary view. Our discussion leads us to evaluate each characteristic, as well as biological cognitive, and socioemotional processes that make up each stage of the developmental process. Most interestingly, throughout this course you will examine how the concepts we discuss relate to your own personal development and experiences, as well as how they play out for others in the real world! Course Learning Outcomes Upon successful completion of this course, students will be able to: 1. Demonstrate a command of the basic terminology, concepts, and the principles of the discipline through comprehension of scholarly readings. 2. Recognize and describe theories of human development. 3. Explain the physical, biological emotional, cognitive, and social factors related to human development. 4. Identify stages in human development. 5. Explain the influences of family, culture, and environment on human development. 6. Examine research in human development. Course Polices 1. Communication Policy if you need to contact me you can do so by or phone (cell preferably). I will respond to your message within 24 hours

3 2. Late Policy - Assignments turned in late (in person and online will be assessed a penalty: half point grade if it is one day late, or a full point for 2-7 days late. Assignments will not be accepted if overdue by more than seven days. 3. Make-up tests: No make-up tests are given in this course. 4. Attendance Policy - Attendance at scheduled face-to-face class meetings and completion of all online course activities count as attendance. Your online course activity (accessing Power Points, webcasts, videos, discussion threads) is monitored electronically. One hundred percent participation is encouraged. More than two absences from face-to face class sessions will result in a 5 point deduction from your final grade point average for the course. If you are unable to attend class (in-person or to participate in online activities), please notify Dr. Bennett prior to the class and you will be advised of your responsibilities for missed class activities. 5. Professionalism Policy - Please respect your fellow students and course instructor by eliminating outside activities (cell phones, ipods) during class. 6. Extra Credit Work - Extra credit work is assigned on an individual basis following an individual basis. IMPORTANT DATES TO REMEMBER Last Day to Withdraw Without Academic Penalty June 7 th. Academic Honor Code Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in two public aspects of student life. First, as part of the admission process to the College, students agree to commit themselves to the Honor Code. Then, as part of the matriculation process during Orientation, students sign a more detailed pledge to uphold the Honor Code and to conduct themselves honorably in all their activities, both academic and social, as a Rollins student. A student signature on the following pledge is a binding commitment by the student that lasts for his or her entire tenure at Rollins College: The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the paper, quiz, test, lab report, etc., the handwritten signed statement: On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.

4 Material submitted electronically should contain the pledge; submission implies signing the pledge. Students with Disabilities Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic/medical accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (Box 2613) - Thomas P. Johnson Student Resource Center, 1000 Holt Ave., Winter Park, FL, Appointments can be scheduled by calling or by ing Director of Disability Services, Grace Moskola at , gmoskola@rollins.edu. NETIQUETTE POLICY Instructors and Students in the Blackboard Community Should Be: Considerate: Treat each other with respect. Take time to read and respond to each other in such a way that a learning environment can continue to develop. Format your post so that everyone can learn from your knowledge, skills and abilities. Encouraging:.Provide encouragement for creative and critical conversation. Helpful: Even a well-presented course can create some confusion. It is very easy to lose your place or miss reading information on certain links or pages. When other students are lost, offer a helping hand by pointing them in the right direction so they can regain their confidence in the Canvas setting. Aware: We all have had different life experiences. Be aware that your written word is the only form of communication in an asynchronous learning environment. Use your words carefully. Ask yourself if your comment could possibly be interpreted as insulting, disrespectful, discriminating, mocking, or rude. How would you feel if this comment was directed toward you? The following behaviors should be avoided: Shouting: Using all capital letters when communicating in an online environment is known as shouting. This usage is considered a rude method of communicating. Avoid using all capital letters in your online communications. The following behaviors are disruptive to the learning environment:

5 Inflammatory Behavior: Inflammatory behavior is the term used for behaving disrespectfully toward others online. This behavior includes, but is not limited to, mocking, shouting, cursing, humiliating and discriminating against someone in the online environment. Disrespect: Impolite and impertinent behavior, such as putting down or cursing your instructor or any student in an online classroom, will not be tolerated. Tone and presentation of your thoughts are very important. If you disagree with a posting or find one to be personally insulting, please find a way to respond politely or contact your instructor for a review of the content. Offensiveness: Canvas nor the classroom is the place for graphic terminology, sexual discussions, swearing, or any pornographic resources. Inappropriate language and materials of this nature are inexcusable and constitutes unacceptable behavior. Discrimination: Derogatory statements about race, color, national or ethnic origin, religion, sex, age, disability, sexual orientation, political affiliation, and veterans will not be tolerated. Evaluation Criteria for Final Grade Grading Category Discussions Points Toward Final Grade 100 (10 Points Each) Naturalistic Observation Assignment 100 Internet Resources for Childhood Disorders 50 Final Paper : Adult Interview 100 Total Points 350 Course Grading Scale Points Earned Final Grade A B C D Module Date Mode Learning Activities

6 1 5/17-5/23 2 5/24-5/30 3 5/31-6/6 4 6/7-6/13 5 6/14-6/20 Readings: Chapters 1 & 2 The Beginning Articles: Nature/Nurture The Newborn Infant In Class Discussions and Presentations: Theories of Human Development View Videos: Genetics Newborn Reflexes Discussion: Nature/Nurture Discussion: Teratogens Readings: Chapters 3 & 4 The First Two years View Videos: Piaget s Stages of Cognitive Development Object Permanence Conservation Task Pretend Play Articles: In class discussions and presentations: The First Two Years Physical and Cognitive Development Discussion: Infant Nutrition Discussion: Attachment View Videos: Harlow s Monkey s Ainsworth s Attachment Experiment Experiential Activity: Naturalistic Observation Readings: Chapter 5 & 6 Early Childhood View Videos: Piaget s Cognitive Theory in Action Vygotsky s Developmental Theory Articles: In class Discussions and presentations: Early Childhood Physical and Cognitive Development Discussion: Learning Vygotsky Discussion: Childhood Maltreatment Readings: Chapters 7 & 8 Middle Childhood Lecture: Autism: What we Know (and What we Don t Know Yet) In Class Discussions and Presentations: Middle Childhood - Physical and Psychosocial Development Discussion: Physical Growth Discussion: Family Structure Assignment/Paper Evaluating Internet Resources for Childhood Disorders Readings: Chapters 9 & 10 Adolescence Articles: Teenage Suicide Myths Required Lecture: The Adolescent Brain View Video: Kohlberg s Moral Development Theory Discussion: Peer pressure

7 6 6/21-6/27 Tuesday and Thursday BOTH on Campus 6/23 Last Class On Campus Readings: Chapters 12, 13, and Epilogue Adulthood, Death, and Dying Articles: Life Span Development and Aging Generativity vs. Stagnation Integrity vs. Despair In Class Discussions and Presentations: Physical and Cognitive Changes in Late Adulthood Discussion: Selective Optimization Discussion: Grief and Mourning Final Assignment Due: Interview Assignment/Presentation