Samantha Berthod- 2014 Summer Institute
1) Syllabus Information
Have you designed a syllabus before?
Yes, I originally designed a syllabus for Human Development (Psych 150) at Hunter College for the Fall
2013 semester. I was assigned to teach the same course for Spring 2014 and have included that updated
syllabus here.
Will you be designing your own syllabus for the course or lab you will be teaching? If not, who will
design it, and will you have any input?
I have just recently been assigned to teach Human Development again in the Fall 2014 semester.
However, this time I will have a section of up to 150 students. I am a bit apprehensive about managing a
classroom of that size on my own. I plan to use the institute to revise and improve this syllabus to
accommodate such a large number of students.
What do you think are the three most important things that a syllabus should convey to students?
At this point, my three top priorities in putting together an effective syllabus are to:
1) Establish a respectful and safe environment for all students. I want students to feel comfortable to
ask questions and express opinions.
2) Communicate my expectations so that students are aware from the first class what will be required of
them throughout the semester. I think it is very important that students begin a class feeling
empowered by knowing exactly how to achieve their desired grade. I feel that my grading system should
be transparent.
3) State clear learning objectives because I think that it can be easy to get caught up in the many details
and facts students will learn throughout the semester. Therefore, by outlining the main take-home
messages from the subject matter, I can use them as a theme for structuring lectures.
What do you want your syllabus to accomplish?
After reading the syllabus, I want students to know how to contact me and what the classroom
atmosphere will be like. I hope to address as many questions and concerns as possible up front. Having a
comprehensive syllabus will ensure that I am organized and prepared well in advance for all class
meetings.
What do you see as the relation between your syllabus and your course?
My syllabus should set the tone for how I will lead classroom meetings and how students will be
evaluated based on their individual performance.
Samantha Berthod- 2014 Summer Institute
Human Development
Psych 150 Section 001
Spring 2014
Instructor: Samantha Berthod, M.A.
Course Meets: Monday and Thursday 8:10AM - 9:25AM
Location: TH 520
Email: sberthod@gc.cuny.edu (this is the best way to contact me)
Office: HN 636
Phone: 212-650-3878
Office Hours: By appointment
Textbook: The Developing Person Through the Life Span (8th Edition)
Author: Kathleen Stassen Berger
Publisher: Worth Publishers
ISBN-13: 978-1429232036
Prerequisites: You must have taken Psych 100 in order to take this course. Anyone who does not
meet this prerequisite will be administratively removed from the course.
Course Description: In this course you will be introduced to the broad field of human
development as it has grown from its earliest historical roots into contemporary psychological,
biological, and socio-cultural paradigms.
Specific Aims: The course will cover the human lifespan (from the womb to the tomb) and I
hope to stimulate your interest in developmental questions as they relate to your own life and
your own family. We will discuss biological, physiological and social factors and how they
interact at each stage of development. We will use lecture, video, and discussion to introduce you
to human development. We will also review current empirical findings to better understand how
developmental theories can be tested.
Samantha Berthod- 2014 Summer Institute
There will be other individuals in the class who may not share your religious beliefs, culture, or
lifestyle. It is expected that everyone will treat all others with respect.
Course Objectives:
1) Become familiar with major theoretical approaches to human development with an
emphasis on childhood and adolescence.
2) Have an understanding of the physical, cognitive, emotional, and social
changes that occur during the lifespan and how they are interrelated.
3) Understand relevant empirical research about human development.
4) Engage in critical thinking, contribute individual perspectives on the material, and
engage in discussions about development and psychology.
Attendance: Students are expected to attend all classes. Students are responsible for all material
covered in class, thus if you miss a class it is your responsibility to find out what you missed
from a classmate. Attendance will be taken at every class meeting. If you “miss” the attendance
sheet it is your responsibility to sign the attendance sheet before the end of class. E-mails about
“missing” the attendance sheet in class will not be accepted as proof that you were in class.
Those who demonstrate a considerable lack of attendance (more than 5 lectures)
will receive a demotion of 2 points from your final grade.
Blackboard Website:
This course uses the Blackboard website. This site will be used to post exam grades, reading
assignments, extra credit assignments, review assignments, and PowerPoint slides. It will also
have other important information and announcements about the course.
Exams: There will be a total of five exams including a cumulative final, each consisting of 45
multiple choice questions worth 2 points each and 5 true and false questions worth 1 point each
for a total of 95 points. Five points of each exam will come from exam review assignments (see
details below). Therefore, each exam will have 100 possible points. Of the five exams only four
will count towards your final grade. Exams 1, 2, 3, and 4 are MANDATORY. At the end of the
semester, you will have the option to take the cumulative final exam. If you choose to take the
final, the lowest grade of the five exams will be dropped. If you choose NOT to take the final, all
4 exam grades will count. Each of the 4 exams used to calculate your final grade will be worth
25% each for a total of 100% of your grade. Exam content will be based on the text AND class
lecture material. While lecture slides will be placed on Blackboard, there may be some material
stated in class that was not stated in the slides. Thus, it is your responsibility to attend class and
take notes on the lecture and discussion material.
All exams are closed book and you MAY NOT use any notes, dictionaries, or translating
devices. No electronic devices may be on (cell phones, iPods etc.). Any student found
cheating will fail the exam and be reported to the Department Chair and the Dean. Please
arrive on time not only for classes, but on exam days as well. Once you leave the exam, you
may not re-enter the room.
Make-Up Exams: You must take Exams 1, 2, 3, and 4! The final exam is CUMULATIVE and
Samantha Berthod- 2014 Summer Institute
OPTIONAL. Unavoidable absences on exam days must be appropriately documented in writing
(e.g., jury summons, official documentation from physician). Students must inform me before
the exam to obtain permission to take the exam on a different day. In addition, make-up exams
must be completed within 1 week of the original exam date. IMPORTANT: I will not contact
you if you miss an exam. It is your responsible to schedule a make-up exam, otherwise you will
receive a zero for that exam. There will be no make-up option for the final exam.
**One special note about exams: It is best to not only study the definitions of the terms for
exams, but also to understand how to apply a given term to a hypothetical situation.
Exam Review Assignments: On the class date prior to each exam, a 5 point review assignment
will be due by 10pm. For each assignment, you are required to come up with 3 questions and
answers about topics that will appear on the exam. I encourage you to be creative with your
questions and to use these assignments as an opportunity to review exam material and become
more familiar with topics/concepts that you find challenging. You will receive a minimum of 3
out of 5 points for completing each assignment on time and 4 or 5 out of 5 points will be
determined based on the quality of your work. Failure to complete a review assignment will
results in a 5 point deficit on that exam leaving you with a highest possible score of 95 out of
100. Each assignment will be discussed in greater detail in class. Absolutely no late assignments
will be accepted. NO EXCEPTIONS.
Extra Credit Assignments: Two extra assignments will be offered throughout the semester.
Each will be worth a 1 point increase on your final grade. Therefore, you will have the
opportunity to earn 2 points to be added to your final grade. For example, if you complete both
extra credit assignments and your exam average is an 89, your final grade would increase to a 91
(89 + 2). Details regarding each assignment will be given in class and posted on Blackboard.
Each assignment will be due by 10pm on the due date. Absolutely no late assignments will be
accepted. NO EXCEPTIONS.
Grading: Your final grade will be calculated by averaging your grades on Exams 1, 2, 3, and 4.
If you choose to take the final exam, the lowest of the 5 grades will be dropped and your highest
4 grades will be averaged.
Hunter College Grading Scale
The following is the grading scales that will be strictly applied with no exceptions.
A+
A
AB+
B
97.5- 100
92.5 - 97.4
90.0 - 92.4
87.5 - 89.9
82.5 - 87.4
BC+
C
D
F
80.0 - 82.4
77.5 - 79.9
70.0 - 77.4
60.0 - 69.9
0.0 - 59.9
Samantha Berthod- 2014 Summer Institute
Credit/No Credit: The credit/no credit policy was instated to encourage students in other
disciplines to take courses outside of their major. If you choose to use the credit/no credit option
it must be done before you take the final in-class exam (i.e. the 4th exam). You still must take the
4th exam if you choose this option. If you choose to use the credit/no credit grading system,
credit would be equivalent to an A, B, or C and no credit would be equivalent to a D or F.
Therefore by opting for this system of grading, your transcript would either have NCR or CR. If
you choose to use this system of grading and your grade is a D or below you will receive an
NCR. If it is a C or better you will only be granted a CR for the course.
**Note: The credit/no credit option cannot be used for classes required for your major.
Academic Integrity: Hunter College regards acts of academic dishonesty (e.g., plagiarism,
cheating on examinations, obtaining unfair advantage, and falsification of records and official
documents) as serious offenses against the values of intellectual honesty. The College is
committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of
academic dishonesty according to the Hunter College Academic Integrity Procedures. If you
have any questions regarding ethical practices, please consult the student handbook or ask a
faculty member. CUNY’s policy on academic integrity is published on the web:
http://www1.cuny.edu/portal_ur/content/2004/policies/policies.html.
All work submitted by students is expected to be original. When quoting or obtaining
information from outside sources, those sources must be appropriately acknowledged. Please
refer to Blackboard for a link to the Reading/Writing Center, which provides you with
information on ways of citing outside sources. Plagiarism discovered in written assignments
will automatically result in a grade of zero.
Student Accommodations: In compliance with the American Disability Act of 1990 (ADA) and
with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring
educational parity and accommodations for all students with documented disabilities and/or
medical conditions. It is recommended that all students with documented disabilities (Emotional,
Medical, Physical and/or Learning) consult the Office of Access ABILITY located in Room
E1124 to secure necessary academic accommodations. For further information and assistance
please call (212- 772- 4857)/TTY (212- 650- 3230).
Note Regarding Grades: If you fail an exam, it is your responsibility to come see me to get
help. Your personal exam grades will not be discussed in class, therefore you are responsible for
finding out your grades from Blackboard. If you fail an exam, it is also your responsibility to see
me as soon as possible. The later it is in the semester, the harder it will be for me to help you.
Please do not ask for more extra credit, since there will two extra credit assignments given
throughout the semester as well as an optional final exam.
Contacting Me: The best way to contact me is by e-mail (sberthod@gc.cuny.edu). Please
include your name and “Psych 150” in the subject line of the e-mail. I try to answer e-mails as
quickly as possible; however you should expect about a day for a reply.
Samantha Berthod- 2014 Summer Institute
Class Schedule
*This is the suggested schedule that we will try to follow. It is subject to modification. Any changes will be
announced in class and posted on blackboard.*
Day Date
Schedule
M
Th
M
Th
M
Th
M
Th
27-Jan
30-Jan
3-Feb
6-Feb
10-Feb
13-Feb
17-Feb
20-Feb
M
Th
24-Feb
27-Feb
Course Overview, Theories of Development
Heredity and Environment
Prenatal Development and Birth
First Two Years: Biosocial Development
First Two Years: Cognitive Development
First Two Years: Psychosocial Development
NO CLASS – President’s Day
Exam Review; Review Assignment due by
10pm
EXAM 1
Play Years
M
Th
M
3-Mar
6-Mar
10-Mar
Th
13-Mar
M
Th
M
17-Mar
20-Mar
24-Mar
Th
27-Mar
M
31-Mar
Th
M
3-Apr
7-Apr
Th
M
Th
M
Th
M
10-Apr
14-Apr
17-Apr
21-Apr
24-Apr
28-Apr
Th
1-May
Play Years
School Years; Extra Credit # 1 due by 10pm
NO CLASS- At Home Assignment due by
10pm; School Years
Children's Rights and Global Issues; Exam
Review; Review Assignment due by 10pm
EXAM 2
Adolescence- Biosocial Development
Adolescence- Cognitive & Psychosocial
Development
Emerging Adulthood – Biosocial &
Cognitive Development
Emerging Adulthood - Psychosocial
Development
Romantic Relationships in Development
Catch-up/Exam Review - Review
Assignment due by 10pm
EXAM 3
NO CLASS - Spring Break
NO CLASS - Spring Break
NO CLASS - Spring Break
Adulthood - Biosocial Development
Adulthood - Cognitive and Psychosocial
Development
Developmental Research Questions
Readings - please read
prior to lectures
Chapters 1 & 2
Chapter 3 (skip 69-74)
Chapter 4 (to p.113)
Chapter 5
Chapter 6
Chapter 7
Chapters 8 & 9 (to
p.252)
Chapter 10 (skip 278-83)
Chapters 11 &12
Chapter 13
Readings posted on BB
Chapter 14
Chapter 15 & 16
Chapter 17 & 18
Chapter 19
Readings posted on BB
Chapter 20
Chapters 21 & 22 (skip
pages 616-20)
Readings posted on BB
Samantha Berthod- 2014 Summer Institute
M
Th
M
Th
Th
5-May
Late Adulthood; Extra Credit # 2 due by
10pm
8-May Late Adulthood - Death and Dying
12-May Psychological Wellbeing and Development;
Exam Review- Review Assignment due by
10pm
15-May EXAM 4
22-May CUMULATIVE FINAL - Optional
Chapters 23 & 24 (to
683)
Chapter 25 & Epilogue
Readings posted on BB
9am to 11am