2015 Course Syllabus & “Owner’s Manual”!
ISS 318: Lifespan
Development across Cultures
Fall 2015
Table of Contents
The Goals of the Course ......................................................................................................... 2
Textbook and Materials for the Course .................................................................................. 2
Students and Instructor Role and Responsibilities .................................................................. 3
Online Aspects of the Course ................................................................................................. 4
How to get your Questions answered throughout the Semester ............................................. 4
Grading Scale ........................................................................................................................ 4
The Course Assignments ....................................................................................................... 5
Reasoning behind the Assignments ....................................................................................... 6
Makeup Policies ..................................................................................................................... 6
Feedback on Course Grading and Grade Appeals ................................................................. 7
Important MSU Final Exam Policies ....................................................................................... 7
Figure out Your Final Exam Schedule at this Website ........................................................... 8
How do I view my own grades in D2L? .................................................................................. 8
Keep Track of your Course Grades! ...................................................................................... 8
D2L Tracking ......................................................................................................................... 8
Commercialized Lecture Notes .............................................................................................. 8
Accommodations for Disabilities ............................................................................................ 8
Observing a Religious Holiday ............................................................................................... 9
MSU Reporting Protocals and Confidentiality ....................................................................... 9
Use of Social Media Derived from the Classroom ................................................................... 9
Tentative Course Calendar with Due Dates1 ........................................................................... 10
APPENDIX A: ISS 318 Custom Website Media Resources ................................................... 13
APPENDIX B: Media Reaction Paper Grading Rubric and Instructions.................................. 15
APPENDIX C: Issues of Academic Integrity ........................................................................... 17
APPENDIX D: Excerpts from the Ombudsperson’s Site on Academic Integrity...................... 18
APPENDIX E: Exams - Assessing a Sample of What You Have Learned ............................. 19
ISS 318
LIFESPAN DEVELOPMENT ACROSS
CULTURES
FALL 2015, 204 NATURAL SCIENCES BLDG
Cathleen E. McGreal, Ph.D.
Department of Psychology
338 Psychology Building
(517) 432-0736
mcgreal@msu.edu
OFFICE HOURS AND LOCATIONS :
CATALOG DESCRIPTION:
Cultural aspects of biopsychosocial development across the
lifespan including: physical development, health and healing;
cognition and language socialization; views of self, gender, family
and social relationships; adult development and intergenerational
relationships within the context of culture. National and
international issues related to human development. (4 credits)
Thursday: 12:30 to 1:30 p.m. at 338
Psychology Bldg.
Online Private Discussion Area: Will
respond to your questions in your
private “office hour” area within 24
hours, M-F.
PROBLEMS WITH D2L?
CALL MSU HELP LINE:
1-800-500-1554 or
(517) 355-2345
The goals of the course are:
To identify key themes of the cultural context of human development, including major theories and concepts of
development in different cultural/historical contexts as well as influential researchers and theorists.
To examine how theories of development reflect the cultures from which they arise, thus evaluating how theories
from one culture may lead to misinterpretations when applied to the developmental experiences of
individuals in another culture.
To understand the research methods used in lifespan developmental psychology, anthropology and sociology (how
we know what we know!) and to think critically when analyzing/generalizing research across cultures (what
we know!).
To gain awareness in regard to how individuals stay the same over time (continuities) and how individuals change
(discontinuities) over the lifespan and across cultures
To analyze developmental issues of global concern.
To practice cooperative teamwork skills during in-class group activities and to integrate course concepts into your
own life experiences.
Textbook and Materials for the Course
This is the cover of our textbook: Lifespan Development across Cultures, 2e, 2013.
The ISBN is 9781269204798.
A Pearson Custom Publishing Resources Access Code will be provided to access the Custom Media
Resources Site which contains video resources related to our course. The access code may be
purchased separately if the book you buy is used. There is a copy on reserve at the MSU Main Library.
(It does not have an access code)
This is the website URL where you will access course videos:
http://www.pearsoncustom.com/mi/msu_mylabs/
Textbooks are available through the Spartan Bookstore on the campus at Michigan State University
http://www.spartanbook.com, the Student Book Store http://www.sbsmsu.com/ , Ned's Bookstore
http://www.nedsbooks.com/msu/ or Collegeville Textbook Company http://ctcmsu.com/
Page 3
ISS 318
Student and Instructor Roles & Responsibilities
Learning is an active process and it is hard work! You will determine how well you accomplish the
goals. Many people are involved in your college education, but the most important person is YOU!
Therefore, your role is to

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
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Organize your life so that you can attend class regularly. Plan to be present on exam days. Students are
expected to attend class from the beginning to the end! It is disruptive to arrive late or to leave early.
Keep up with the assignments/readings so that you can structure the knowledge we share in class. It is
your responsibility to know when assignments are due based on the deadlines in the syllabus.
Listen and learn from those around you, asking questions and participating in class discussions.
Relate your knowledge to your own life (cognitive psychologists have found that the "Self-reference" aspect
of memory is powerful in terms of retention of material)
Be engaged in the class! (Sad to say, we don’t multi-task as well as we think we do!)
Important Note: As a courtesy to your classmates and instructor, please put all cell phones on vibrate
mode and respond to your calls and texts after class unless it is an emergency that is important enough for
us to disrupt our class. We DO want to know when DPS sends a message about a tornado warning. We can
wait until after class to find out that Bubble Island is having $2.00 specials! [If it is a non-normative event
that is personally very exciting that is OK, too. For example, one student found out she became an aunt
during class and her reaction was enough to make everyone wonder about the message. Just be
reasonable in whether it is appropriate to share].
Newspapers, other reading materials, IPods, and any other distracting materials are not allowed in class;
remember to turn them off and put them away when class begins. They distract me as well as your
classmates! Our section 12 video on Multitasking illustrates that we are less efficient when we multitask.
Texting, web surfing, or playing games during class lessens your engagement with others. Our custom
media site videos need to be watched outside of class! Even if you feel that the use of your cell phone or
computer isn’t distracting you, it may affect my ability to teach effectively because I am distracted by your
use of the device. Laptops are fine when used to take notes.
A student cannot be actively engaged when sleeping in class. Many students have had the experience of
feeling like you are falling when you go to sleep and suddenly you “jerk” awake (hypnic jerks). This is
disconcerting when it happens in a classroom! Long hours of studying, working, and trying to maintain a
social life can make it challenging to maintain the sleep schedule that you need. To balance your lifestyle a
great resource is http://www.counseling.msu.edu/feature/wellness-selfcare-center
We will wake you up if it happens in class but the center can help get your lifestyle back in balance.
Sleeping students are disruptive to an active learning environment. The National Sleep Foundation points
out how critical sleep is to your success: "Sleep is food for the brain. During sleep, important body
functions and brain activity occur. … Remember: A brain that is hungry for sleep will get it, even when you
don’t expect it." National Sleep Foundation, http://www.sleepfoundation.org/article/sleep-topics/teensand-sleep
What about eating in class? Some professors view food as distracting but hunger at 8:00 am can be
equally distracting! If you haven’t eaten breakfast then you need food! It is OK to bring food as long as
you can eat it quietly (avoid carrots!). Even better, bring something to share! Just make sure you clean up
any evidence when you leave 
In order to be an effective instructor, my role is to





Facilitate your learning by structuring the course and class time.
Select effective resources for your learning.
Structure opportunities to learn from each other and from me.
Give you feedback regarding your performance in the course.
Establish a positive environment that fosters appreciation of the course topics.
Online Aspects of the Course …
There will be many assignments and some course content available through the Desire2Learn (D2L) course
management system. If there is a problem using the D2L system then please report it as soon as possible to
the MSU HELP LINE at 1-800-500-1554 or (517) 355-2345. (24 hours, 7 days a week). They will log the problem
and in turn, report it to me. If there is a system problem then hearing about what happens from more than
one student will help them discover what has gone wrong. If it is just a problem with your computer then they
can help troubleshoot that issue, too. Keep the help numbers by your computer in case there is a problem.
How to get your questions answered throughout the semester

First, check out the D2L FAQ discussion board. Another student may have had the same question earlier in
the course and you won’t have to wait at all for your answer! If your answer is not there then post a
question in the FAQ or if it is a personal matter post it in your Private Area for Office Hours.
The FAQ is handy because another student may see it and know the answer (especially if it is 2:00 a.m.!)
If you want to talk in person then come to office hours.


When contacting me online:
POST IN YOUR PRIVATE DISCUSSION AREA IN D2L, NOT THROUGH MSU MAIL.
Given the large number of emails that instructors receive this gives our own students first priority.
You will have a response within 24 hours, Monday through Friday. (Weekends are spent with family and friends!)
Grading scale:
GRADE
APPROXIMATE PERCENTAGE SCORE
POINTS
4
90 % to 100 %
269 - 300
3.5
85 % to 89 %
254 – 268.9
3
80 % to 84 %
239 – 253.9
2.5
75 % to 79 %
224 - 238.9
2
70 % to 74 %
209 – 223.9
1.5
65 % to 69 %
194 – 208.9
1
60 % to 64 %
179 – 193.9
0
< 60%
< 178
Note: Students who score the
minimum number of points for a
grade rejoice that they "just made
it." Unfortunately, sometimes a
score is at the very top of the range.
The only points available are earned
through assignments listed in the
syllabus. There are no ways to get
more points after the final, so please
don't contact me if you are a point
away from the next grade!
If earning a particular grade is very important (Examples: academic probation; participating in sports; need a certain grade to
graduate) then make sure that you do everything in your power throughout the semester to earn as many points as possible
on the graded activities. Please don’t ask me to raise your grade at the end of the semester because you are only a point or
two away from the grade that you wanted.
Page 5
ISS 318
“All genuine learning is active, not passive. It involves the use of the mind, not just the memory.
It is a process of discovery, in which the student is the main agent, not the teacher.”
Mortimer J. Adler in The Paideia Proposal: An Educational Manifesto. (1982, page 128)
The Course Assignments…
Exams 1, 2, and 3 and Final Exam – 65 points each, 195 points total (one will be dropped)
These tests will include objective questions and short answer/essays questions. They include all information covered
in that part of the course: textbook, lectures, video, and so on. Exam 1 covers Sections 1,2,3,4 and lecture, video,
readings, activities relating to these Sections. Exam 2 covers Sections 5,6,7,8 and lecture, video, readings,
activities relating to these Sections. Exam 3 covers Sections 9, 10 11, 12, and lecture, video, readings, activities
relating to these Sections. The Final Exam is comprehensive. You may take all four exams and drop the lowest
score. If you miss one of the exams, however, this is the “lowest score” that is dropped. If you arrive for an exam so
late that another student has turned in an exam then that exam will be the one that is dropped. (Note: There are
no makeups –the reason that one can be dropped is because students sometimes are ill or have other
unfortunate situations at the time of an exam. In other cases students have opportunities for job interviews
or for participation in activities that are related to other classes or their future careers.)
CCE: Cross Cultural Explorations - Activities in Culture and Psychology, 5 points each, 45 points
total [12 Possible, choose 9 to complete]
These activities are found in the last module for each section of your textbook. They require that you use critical
thinking skills and be able to look at topics from different perspectives rather than give "one correct answer". They
are graded with that in mind. This is a “stress reduction assignment” and so you may not turn in more than nine
papers. Look ahead at the semester and see when you want to plan to lighten your work load a bit. This is a healthy
assignment choice for me as well because over the course of the semester I will be grading a manageable number of
cross-cultural explorations. When we get to the Section on Health across Cultures think about ways in which you
can add healthy time management skills into your career! Turn in these assignments in D2L.
MRP: Media Reaction Papers: 5 points each, 45 points total [12 Possible choose 9 to complete]
These papers are typed, single-space, single-page reaction papers to the video resources that are found in the
Custom Website: http://www.pearsoncustom.com/mi/msu_mylabs/ . You must use your access code in order to
register to see the videos because they are copyright-protected. A 5-point paper will use the information found in
ONE of the videotapes and analyze it in the context of our course. It is possible to write a 5-point paper in three
well-written concise paragraphs. The grading rubric is found later in the syllabus and in D2L. More detailed
instructions are given later in the syllabus.
There are 12 assigned Media Reaction Papers but you only turn in 9. You choose the 9 that you want to complete.
You may not turn in more than nine. For example, if your birthday falls on one of the due dates or if you have a
test on one of those dates you might choose that as your "stress reduction" day. This is a stress reducer for me, too,
because it keeps the number of papers that I read and grade manageable!! Professors need to make healthy life
choices as well! If you miss one of the deadlines that one will be dropped. There are no make-ups for this
assignment since you get to choose which ones to skip. If you accidentally turned in more than nine then only
the first nine count toward your grade. An electronic copy is turned in to the D2L drop box (.rtf or .docx ONLY –
if I cannot open it then it is one of the papers that is a “stress-reduction” skipped assignment that will not be
graded).Your grade will be seen on the online rubric on the electronic copy in D2L. D2L will send you a confirmation
email when the submission to the drop box has been successful. If you don’t get a confirmation email then call the
Help Desk to troubleshoot why your paper isn’t submitting properly.
CDIAL: Cultural Dialogues: 1 point each, 12 points total. [12 Total, Complete 9]
The cultural dialogues are linked through D2L at the beginning of each Section. For example, in Section 1 you will
see a picture of a man and below his picture is a question asking, "How would you conduct research to explore the
cultural experiences of disciples of Sikhism"? Below the question you will see a section in which you type a very
brief response. [One or two sentences]. After you submit your answer you will receive feedback about this topic. It
is STRONGLY recommended that you complete Cultural Dialogues at the beginning of each week but you MUST
complete them by the Friday at 5:00 p.m. during that week’s section.
This is an assignment that you will complete before the section’s reading or lecture; you to make educated guesses
and hypothesize. Then you can read and see how you fare against the research! As an example, in Section 8 you
will answer the question, “What defines a person?”. Psychologist Jerome Bruner in The Process of Education
wrote that: “The shrewd guess, the fertile hypothesis, the courageous leap to a tentative conclusion –these are the
most valuable coins of the thinker at work. But in most schools guessing is heavily penalized and is associated
somehow with laziness.” (Page 154) Before you read each section, you dig into your existing knowledge and
hazard a guess! After all, you haven’t done the reading and you haven’t viewed any material. You earn one point for
making a tentative conclusion. It is a great way to get into the flow of new ideas and see how your own knowledge
base fits in!
Surveys, 3 Surveys, 2 points each, 6 points total. [3 Total, Complete all 3]
Surveys will be given to get your feedback. It is helpful for me to ask questions now and then to keep tabs on the
way the course is going. There are no make-ups for missed surveys. SIRS and SOCT forms are great for future
classes but these are great for our class!
Extra Credit (Your Own Media Integration for the Class). 10 points.
This assignment is due on December 8, 2015 (Tuesday) and will be presented in class (more details to follow). You
can wait until we discuss the assignment in November before deciding if you want to do it.
Assignment Chart
Use the chart to remember which assignments you are required to do and which assignments have some flexibility.
Of course, if you add the class late and you have already missed deadlines, then those will be dropped. Or if you
have waited until the last minute and then have a computer problem or an illness then that will be the assignment
that gets dropped. You may want to submit many assignments early in the semester just in case you encounter a
problem later. Or you might decide to skip assignments around significant dates in your life, such as a birthday!
EXAM: Exam 1,2, 3 and Final
CCE: Cross Cultural Explorations
MRP: Media Reaction Papers
CDIAL: Cultural Dialogues
SURV: Surveys
1 Exam is dropped
Choose 9 to turn in
Choose 9 to turn in
Choose 9 to turn in
Use all grades
Reasoning behind the Assignments:
Cultural Concepts of Health and Healing AND our Assignments
In Section 10 we will analyze cultural concepts of health and healing. Time Management is mentioned as an
important aspect of college life earlier in the syllabus. It is important to consider ways to reduce stress and manage
time in healthy ways throughout the lifespan. Students may wonder why they cannot complete all the Media
Reaction Papers and just drop the lowest grades. Why choose topics? This solution allows you choice in terms of
topics of interest as well as scheduling flexibility into weeks that may need a bit more give-and-take (rather than
having me chose based on my schedule). That is why the choice is offered in the Media Reaction Papers, Cross
Cultural Explorations, and Cultural Dialogues. It is a healthy time management strategy for the instructor and gives
students options that they wouldn’t have had otherwise.
Makeup Policies
A first missed exam is covered since you can drop an exam. In the case of a second missed exam, make-up exams
will be offered only to those who have a significant illness documented by a letter from a physician or those who
have a serious family problem (e.g., death of a family member) that precludes them from taking the second missed
exam on the scheduled day (this must also be documented).
Page 7
ISS 318
Students who miss a second exam without satisfying these conditions will receive a grade of zero for that exam.
Makeup exams may have a different format (such as an essay format) but the information covered will be the same.
It is best to complete written assignments ahead of time rather than waiting until the last minute in case you
encounter problems with your computer or you feel obligated to engage in unexpected activities just before a
deadline. Life can be unpredictable at times! Don’t wait until the last minute to try to complete an assignment.
Assignments are either available for an extended period of time and/or you are allowed to drop certain
assignments – makeups are not available for these assignments.
Feedback on Course Grading and Grade Appeals
During the exam you can change any multiple-choice answer into a short-answer response.
After an exam if you believe that you have answered a question correctly but it was marked wrong you can
appeal that question. In order to appeal a question you must follow this format. Explain
(1) Why your choice is the BEST answer. Document your explanation. Provide page numbers/lecture information.
(2) Explain why the choice that is marked as the correct answer is wrong or ambiguous.
(3) Submit this information to your Private Area for Office Hours in D2L.
Important dates for Question Appeals:
Exam 1 questions and any assignments due before Exam 1 may be appealed through October 29, 2015.
Exam 2 questions and anything due after Exam 1 and before Exam 2 may be appealed through December 10, 2015.
Exam 3 questions and anything due after Exam 2 and before Exam 3 may be appealed until December 14, 2015.
After the appeal dates all grades in the Gradebook are considered correct. Make sure you check your grades often!
FINAL EXAM: Make any final exam appeal immediately so that changes are made before grades are submitted to
the Office of the Registrar: After grades are submitted then no additional changes to grades, exam scoring, etc. will
be made. There are no exceptions to this rule unless I make calculation errors.
Important MSU Final Exam Policies

MSU policy states: "No student should be required to take more than two examinations during any one day
of the final examination period. Check your schedule early in the semester to make sure that you don’t have
more than two final exams on the same day.
If you have 3 finals in one calendar day then you need to go to either:
170 Bessey (main office, 355-3515) OR 229 Akers OR S33 Wonders. These offices have a list of which
classes have priority over others when it comes to the final exam. They will give you a form to take to the
professor who needs to schedule a makeup. Then you will return the form to them. [Remember – it is in one
calendar day, not in 24 hours!]

If you get sick or something out of your control comes up during finals week then students must "notify the
assistant deans of their colleges immediately." The dean will let me know, although I would appreciate that
you cc the information to me also.

“A student absent from a final examination without a satisfactory explanation will receive a grade of 0.0 on
the numerical system, NC on the CR-NC system, or an N in the case of a course authorized for grading on
the P-N system. Students unable to take a final examination because of illness or other reason over which
they have no control should notify the assistant deans of their colleges immediately." This would apply to
you if you missed one of the midterm exams and then also missed the final exam. If you have
completed all three semester exams then it is fine to drop the final exam.
Figure Out Your Final Exam Schedule at this Website
http://www.reg.msu.edu/ROInfo/Calendar/FinalExam.asp
If Your Class Meets*
TuTh
ISS 318
Beginning at One of These Times
8:00 a.m.
or
8:30 a.m.
Your Exam Date and Time Is
Monday
December 14, 2015
7:45-9:45 a.m.
ISS 318 Final Exam
How do I view my own grades in D2L?
1.
2.
3.
Select your course
Click the Grades dropdown
Notice the color grading scheme – you want your grades to be GREEN!
Keep Track of Your Course Grades!
At MSU, grades are the responsibility of the instructor and reflect your instructor’s evaluation of your work. If you
have questions about how you have been assessed on your work or effort, you should contact the instructor as soon
as possible after receiving the grade. See the earlier section of the syllabus for dates by which these grade appeals
must be made. You should keep track of your attendance and grades and talk with the instructor if there is a
problem. Students are responsible for keeping track of their course grades.
D2L Tracking
Please be aware that D2L tracks all student login information. For example, it tracks when you have logged into D2L
and when you have logged out. This is helpful for the instructors because it allows us to resolve issues if there is a
problem with the D2L system in terms of logging on and/or gaining access to the various sections of the site. D2L
tracking also can reveal academic misconduct.
Commercialized Lecture Notes
Commercialization of lecture notes and university-provided course materials is not permitted in this course. (BTW I’ve found that students often post inaccurate notes to the commercial course note sites in order to gain “premiere”
status.)
Accommodations for Disabilities
Students with disabilities should contact the Resource Center for Persons with Disabilities to establish reasonable
accommodations. Contact RCPD by phone at (517) 353-9642 (voice) or (517) 355-1293 (TTY). Visit the RCPD website
at http://www.rcpd.msu.edu/Home/ or send them an email at rcpd@msu.edu
Send your VISA document by email on or bring me a copy as soon as possible.
ISS 318
Page 9
Observing a Religious Holiday
You may make up coursework missed to observe a religious holiday if you make arrangements in advance. Look
over the course dates at the beginning of the semester and see if an exam falls on one of these days. I’ve included
some holidays that students have mentioned in the past in our syllabus calendar to heighten awareness of these
special days. If there is a holiday for me to include that you celebrate just let me know!
MSU Reporting Protocols and Confidentiality
Limits to Confidentiality. Essays, journals, and other materials submitted for this class are generally considered
confidential pursuant to the University’s student record policies. However, students should be aware that University
employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility
to report certain issues based on external legal obligations or that relate to the health and safety of MSU community
members and others. As the instructor, I must report the following information to other University offices if you share
it with me:
• Suspected child abuse/neglect, even if this maltreatment happened when you were a child,
• Allegations of sexual assault or sexual harassment when they involve MSU students, faculty, or staff, and
• Credible threats of harm to oneself or to others.
• These reports may trigger contact from a campus official who will want to talk with you about the incident that you
have shared.
In almost all cases, it will be your decision whether you wish to speak with that individual. If you would like to talk
about these events in a more confidential setting you are encouraged to make an appointment with the MSU
Counseling Center.
To review Frequently Asked Questions regarding the MSU reporting protocol go to this URL:
http://www.hr.msu.edu/documents/uwidepolproc/UniversityReportingProtocolFAQ.pdf
Use of Social Media Derived from the Classroom
As members of a learning community, students are expected to respect the intellectual property of course instructors.
All course materials presented to students are the copyrighted property of the course instructor and are subject to
the following conditions of use:
1. Students may not record lectures or any other classroom activities unless they have received permission through
an RCPD visa. In the case of an RCPD recording, students may use the recordings only for their own courserelated purposes.
2. RCPD students may not share the recordings with other students enrolled in the class. Sharing is limited to using
the recordings only for their own course-related purposes.
3. Students may not post course materials online or distribute them to anyone not enrolled in the class without the
advance written permission of the course instructor and, if applicable, any students whose voice or image is
included in the recordings. Lecture notes and review sheets may not be posted online.
4. Any student violating the conditions described above may face academic disciplinary sanctions.
Tentative Course Calendar with Due Dates i
Mon.
Tuesday
Note about course
calendar: CCEs and
MRPs due at
Week 1
Section 1: Introduction
Wed.
Thursday
Fri.
Sept. 2
Sept. 3
Sept. 4
Semester
Begins
Development
Across Cultures
CCE #01
CDIAL #01 due at
5:00 pm
Sept. 9
September 10
Sept. 11
CCE #02
CDIAL #02 due at
5:00 pm
September 17
Sept.18
CCE #03
CDIAL #03 due at
5:00 pm
September 24
Sept. 25
CCE #04
CDIAL #04 due at
5:00 pm
8:00 am in D2L
Week 2
Section 1: Introduction
(cont.)
Sept.7
MSU
September 8
MRP #01
Closed
Section 2: Theory &
Research
Week 3
Section 3: Socialization
Sept. 14
September 15
Sept. 16
MRP #02
Sept. 14-15, 2015 Rosh
Hashanah – Jewish
Week 4
Section 4: Genetic
Foundations &
Environmental Contexts
Sep 23, 2015 Yom Kippur –
Jewish
Sept. 21
Week 5
Section 5: Marriage and
the Family
Sept. 28
Last Day
to drop w/
full refund
September 22
Sept. 23
MRP #03
October 1
Oct. 2
MRP #04
CCE #05
EXAM 1
Section 5: Mrs.
Palfrey at the
Claremont video
CDIAL #05 due at
5:00 pm
September 29
Sept. 30
Sections 1-4,
Lectures, Activities
Week 6
Oct. 5
Section 5: Marriage and
the Family; Section 6:
Language
Week 7
Section 6: Language;
Section 7: Cognitive
Development
Oct 13-Oct 21, 2015
Navaratri - Hindu
October 6
Oct. 7
MRP #05
Oct. 12
October 13
MRP #06
Sloan Conference
[Lecture is online in
D2L]
Oct. 14
October 8
Oct. 9
CCE #06
CDIAL #06 due at
5:00 pm
October 15
Oct. 16
CCE #07
Sloan Conference
[Lecture is online in
D2L]
CDIAL #07 due at
5:00 pm
Page 11
ISS 318
Week 8
Section 7: Cognitive
Development
Oct. 19
October 20
Oct. 21
October 22
Oct. 23
MRP #07
Middle of
Semester &
Last day to
drop with
no grade
recorded
CCE #08
CDIAL #08 due at
5:00 pm
October 27
Oct. 28
October 29
Oct. 30
EXAM 2
No CDIAL due this
week
Middle of Semester
Week 9
Oct. 26
Section 7: Intelligence
MRP #08
Section 8: Self
Sections 5-8,
Lectures, Activities
Nov. 1 Samhaine – PreChristian Celtic, Druid,
Wicca, (Northern
Hemisphere);
All Saint’s Day – Christian
Week 10
Nov. 2
November 3
Nov. 4
NO MRP due today
Section 9: Gender and
Sexuality
Nov. 2 All Souls Day –
Catholic
November 5
Nov. 6
CCE #09
CDIAL #09 due at
5:00 pm
November 12
Nov. 13
CCE #10
CDIAL #10 due at
5:00 pm
Nov. 6 Guru Nanak Dev
Sahib birthday – Sikh
Week 11
Nov. 9
Section 9: Gender and
Sexuality
November 10
Nov. 11
MRP #09
Section 10: Birth &
Health
Nov 11, 2015 Diwali –
Hindu, Sikh, Jain
Week 12
Nov. 16
Section 10: Birth &
Health
November 17
MRP #10
Nov. 18
November 24
Nov. 25
November 19
Nov. 20
CCE #11
CDIAL #11 due at
5:00 pm
November 26
November 27
Thanksgiving
Thanksgiving
Section 11: Death and
Dying
Nov. 17 Guru Nanak Dev
Sahib birthday – Sikh
Week 13
Section 11: Death and
Dying
Nov 29, 2015 First Sunday
of Advent – Christian
Nov. 23
MRP #11
Break
Week 14
Nov. 30
Section 12: Ethical
Issues/Future
December 1
Dec. 2
MRP #12
Dec. 3
Dec. 4
CCE #12
CDIAL #12 due at
5:00 pm
December 10
EXAM 3
Dec.11
Dec 6 Saint Nicholas Day –
Christian
Week 15
Dec. 7
Looking to the Future
Dec 8 Immaculate
Conception of Mary –
Catholic Christian;
Dec 6 – Dec 14, 2015
Hanukkah – Jewish
Week 16
FINAL EXAM WEEK
Dec 12 Our Lady of
Guadalupe – Catholic
WINTER BREAK:
Dec 25 Christmas – Christian
Return to Table of Contents
December 8
Extra Credit
Media Integration
Paper Due –
Presentation during
Class
Dec. 9
Sections 9, 10, 11,
12
Death & Dying,
Lectures, Activities
Final Exam is in our regular classroom
Monday
December 14
7:45-9:45 a.m.
Page 13
ISS 318
APPENDIX A: ISS 318 Custom Website Media Resources
(note: Changes in the videos are possible because Pearson is making them ADA Compliant)
Section 1 – Introduction: Culture and Development Section 2 – Theory and Research
Robert Sternberg on Practical Intelligence
Introduction to Human Development by Erik Erikson
Relativity
Sexist Bias in Research Methods: Florence Denmark
Anthropology of Childhood
Research Methods
Characteristics of Culture
Kohlberg’s Heinz Dilemma
Ghost Dance Movement
Section 3 – Socialization
Breastfeeding
Remaining Physically Active in Midlife: Miss Janet,
age 57
Late Adulthood Relationships
Exercise Centenarian Perspectives: Onie, Age 107
Section 5 – Family
Basics: Attachment
Adolescent Conflict with Parents Across Cultures
Joining of Families in Marriage
Transition to Parenthood: Adena & Cooper
Dual-Earner Families
Death of the Family Dinner
Communication: Love Marriage, Scherazade and
Roderick, late 30s
Communication: Arranged Marriage, Rati and
Subas, 20s
Mixed Indian Relationship
Sexuality Through the Lifespan: Falling in Love
Again
Section 4 – Genetic Foundations and Environmental
Contexts
The Pregnant Body
Prenatal Development: Pregnancy and Prenatal Care
Across Cultures
Prenatal Development: A Preference for Sons
Birth and the Newborn: Breastfeeding Practices Across
Cultures
Toddlerhood: Gross Motor Development Across Cultures
Section 6 - Language
Toddlerhood: Language Development Across Cultures
Language Development
Section 7: Cognitive Development and Language
The Sensorimotor Stage
Infancy: Object Permanence Across Cultures
Middle Childhood: School and Education in Middle
Childhood Across Cultures
Adolescence: Imaginary Audience
Intelligence Tests and Stereotypes
Intelligence Testing, then and Now
Section 8 - Self
Temperament
Temperament: Difficult
Temperament: Easy
Section 9 – Gender and Sexuality
Middle Childhood: Friendships and Peer
Relationships in Middle Childhood Across Cultures
Adults’ Perception of Boys and Girls
Gender Intensification and Gender Schemes in
Adolescence
Adolescence: Body Image Part 1
Sexuality Through the Lifespan: Adolescent Sexual
Behavior
Gender Identity, Gender Roles, and Sex
Differences: Intersexuals
Research Methods in Human Sexuality: Gay Brain
Coping with Widowhood: Anna Mae, age 82
Scenerios USA: Lipstick
Section 10 – Health
The Pregnant Body (Belongs in Section 4, not 10)
Section 11 – Death and Dying
Chuck, a Cancer Patient Prepares for Death
Helping the Terminally Ill
Hospice Care
Jewish and Islam Funeral Rituals
Buddhist and Christian Funeral Rituals
Remembering and Honoring the Dead Across
Cultures
Coping with Bereavement
Grief and Meaning and Meaning After the Loss of
a Child: Heidi, Age 40
Section 12 – Ethical Issues and a Look to the Future
Before Informed Consent
Robert Sternberg on Giftedness
Little Albert
Classic Footage of Milgram’s Obedience Study
Reproductive Technology
Co-sleeping
Self-Awareness Task
Nappy Hair Controversy
Robert Sternberg on Cultural Influences
Gary Culture
Twins Separated at Birth
Flow
Flow When Working
Basics: Personality Theories
Doulas
Labor and Birth
Drug Free Deliveries
Childhood Vaccinations
Secondhand Smoke
Imagine being pregnant or diagnosed with HIV
Religion and Longevity
Physical Health in Middle Adulthood Across Cultures
Physical Health in Late Adulthood Across Cultures
In the Real World: Sleep, Memory, and Learning
Multitasking Myth
ISS 318
APPENDIX B: Media Reaction Paper Rubric and Instructions
Page 15
Criteria
Failing
Below Average
Adequate
Good
Exceptional
Integration
with
Course
Concepts
0 points
No attempt is
made to
integrate media
with course
concepts.
0.5 points
An attempt is
made to integrate
media with course
concepts but
information may
not be accurate or
the details to
explain why the
course content is
linked may not be
provided.
1.25 points
Media is integrated
with course content
but the ideas are not
fully developed.
Supporting details
are provided but are
not integrated with
the main point being
made.
2 points
Specific examples from
media clearly show how
course concepts illustrate a
particular theoretical point.
Ideas are fully developed.
Integration
with
Personal
Experience
0 points
No attempt to
incorporate
personal
experiences
into media
reaction paper.
0.25 points
Personal opinion
or personal
example that does
not relate to the
topic
0.5 points
Comments are made
"about" topic but
there are no personal
examples and no
engagement "with"
the topic.
Bloom's
Taxonomy
0 points
No attempt to
summarize,
describe, or
analyze media.
0 points
Serious
organizational
problems. The
paper does not
appear to have
been planned
before it was
written. Many
problems with
sentence
structure, or
grammatical
errors, or
spelling errors.
0 points
Paper is not
typed, singlespaced, onepage in the
assigned
format.
0.25 points
Inaccurate
summary of media;
no analysis.
0.5 points
Accurate summary/
description of media
but no analysis.
1.85 points
Paper clearly
shows how course
concepts illustrate
a particular
theoretical point.
Ideas are fully
developed.
Although
supporting details
are provided there
are no specific
examples
illustrating a
course concept.
0.8 points
A relevant example
is provided from
personal
experience, other
media viewed, an
event observed, or
something of a
similar nature in
order to add depth
to the paper.
0.8 points
Strong analysis of
media
0.1 points
An attempt was
made to plan the
assignment but it
remains
disorganized in
several places.
There are several
mechanical errors.
0.25 points
The assignment has a
sense of
organization. The
opening and closing
sections unite it
adequately. There
are some sentence
structure problems,
errors in grammar,
and spelling
problems. The
writing style is simple
and lacks creativity
or depth.
0 points
The format of the
paper is graded as
either properly
formatted or not
following the
assigned format.
0.4 points
There are logical
transitions in well
organized paper.
The opening and
closing unite the
paper in an
effective
framework. The
paragraphs are
well-constructed.
There may be a
few mechanical
errors.
0.5 points
The writing style is
distinctive and confident.
There are clear and logical
transitions in a well
organized paper. The
opening and conclusion
engage the reader and
unite the paper providing
an effective framework. The
paragraphs are wellconstructed. There may be
one or two mechanical
errors that are not serious.
0 points
The format of the
paper is graded as
either properly
formatted or not
following the
assigned format.
0.5 points
Paper is typed, singlespaced, one-page in the
assigned format.
Writing
Style/
Mechanics
Format
0 points
The format of the
paper is graded as
either properly
formatted or not
following the
assigned format.
1 point
Relevant insights are
included to engage the
reader. These may be from
personal experience, other
media viewed, an event
observed, or something of a
similar nature in order to
add depth to the paper that
is unique to the writer.
1 point
Exceptional analysis of
media
MRP: Media Reaction Paper Instructions
1. Go to the Custom Website - The link is found in D2L. The enrollment code that provides access to this site is
packaged with your textbook or purchased separately online.
2. Watch/Listen to the Media for the Current Week. The week by week list is at the end of the syllabus. MAKE
SURE YOU WRITE YOUR PAPER ABOUT THE CORRECT VIDEO (DON’T GET YOUR WEEKS MIXED UP!!!)
3. Choose ONE video/audio selection from the available selections to be the topic of your paper. Note: You are
expected to know the material in all the media resources each week but you need to write a paper on only one of
these resources. You will find all the media listed in Appendix B.
4. Keep the Grading Rubric in mind as you write your paper. The Grading Rubric is found at the end of the syllabus,
right after the week by week list of media. You will also see it in the D2L Drop Box.
Bloom’s Taxonomy. The paper isn't just a description of what happens in the videotape or just a paper showing
that you comprehend the points being made. If you are familiar with Bloom's Taxonomy the choice of the word
"analyze" was a deliberate choice in this assignment! Your D2L site has a link that explains this taxonomy.
Bloom's taxonomy gives a hierarchy of the development of intellectual skills. Analysis goes beyond just describing or
summarizing. Integrate the video into concepts that you are learning about in the course! This is a way that you will
be transferring your learning from this course long after the semester ends. When you watch a NOVA show in 2017
there might be moments when you find yourself integrating course concepts! [By the way, when this happens, let me
know. I love to hear about learning that goes beyond a semester!]
Some of the videos have questions embedded in them. Don’t send the email
responses as the questions suggest – we have the MRP papers instead. The
questions can serve as a way to get ideas about your paper but a full-credit paper could focus
on an entirely different aspect of the video.
ISS 318
Page 17
APPENDIX C: Issues of Academic Integrity
Every student is held responsible for knowing the academic integrity policy at MSU. The policy can be found at
https://www.msu.edu/unit/ombud/academic-integrity/index.html
Look through the folder that I’ve put up in the D2L site for some explanations about academic integrity to give you
some concrete explanations.
Here are some examples of academic dishonesty:
• Have another student provide academic assistance or coaching during an online quiz or test
• Have another person take a quiz or test for you
• Copy questions or answers from any face-to-face or online quiz or test and share them with another student
• Copy questions or answers from any face-to-face or online quiz or test and post them on a website for others to
view
• Get questions and/or answers from students who have already taken an exam or quiz you are scheduled to take
• Collaborate with other students on projects or assignments without your instructor's permission
• Include information from websites or articles in papers without noting the source and using quotation marks. If you
are paraphrasing make sure that you know the appropriate way to do this AND still cite your source!
Here are some definitions of plagiarism – make sure you avoid it!
“a piece of writing that has been copied from someone else and is presented as being your own work” (Webster’s
Dictionary Online)
“claiming or submitting the academic work of another as one’s own”
(Spartan Life: Student Handbook and Resource Guide, see pages 76-77, 108-109)
“the appropriation of another person’s ideas, processes, results, or words without giving appropriate credit”
(White House Office of Sciences and Technology Policy on Misconduct on Research
Information about cheating from the student’s point of view can be found at:
https://www.msu.edu/unit/ombud/academic-integrity/student-faq.html
One of the responsibilities of being an MSU college student is to read the current issue of Michigan State University,
Academic Programs (published by the Registrar's Office) for information about what constitutes scholastic
dishonesty.
Scholastic dishonesty will be prosecuted to the fullest extent in this class.
You get a 0.0 in the class and a letter is written to your Dean and to mine about the incident. It is possible that the
department may take steps to expel a student found guilty of cheating. A file will be kept that details why this grade
was given. Remember that academic integrity applies to assignments that are low in points and high in points!
Most students are honest. Many students put in considerable effort and come in during office hours to earn a good
grade and it isn't fair to them to give a student who cheats the same grade. Academic integrity is highly valued in a
community of scholars. If an assignment hasn’t been discussed as a group assignment then assume that it is an
individual assignment until you find out otherwise from a professor.
Don’t look at notes or other students’ papers during exams or plagiarize written work. Make sure that your cell phone
and other electronic devices are put away. When in doubt about academic integrity, ask your professor!
APPENDIX D: Excerpts from the Omdudsperson Site about Academic Integrity
https://www.msu.edu/unit/ombud/academic-integrity/index.html#afr
General Student Regulation
1.00 PROTECTION OF SCHOLARSHIP AND GRADES The principles of truth and honesty are fundamental to the
educational process and the academic integrity of the University; therefore, no student shall:
1.01 claim or submit the academic work of another as one’s own.
1.02 procure, provide, accept or use any materials containing questions or answers to any examination or
assignment without proper authorization.
1.03 complete or attempt to complete any assignment or examination for another individual without proper
authorization.
1.04 allow any examination or assignment to be completed for oneself, in part or in total, by another without proper
authorization.
1.05 alter, tamper with, appropriate, destroy or otherwise interfere with the research, resources, or other academic
work of another person.
1.06 fabricate or falsify data or results.
MSU ORDINANCE: Examinations
17.00 EXAMINATIONS
17.01 Unauthorized attainment of
17.02 Unauthorized transfer of
17.03 Prima facie evidence
.01 No person shall procure in any unauthorized manner any examination question or answer related to any course
of study offered at Michigan State University, regardless of the form or format in which such question or answer may
originally have been maintained.
.02 No person shall furnish to any unauthorized person any examination question or answer related to any course of
study offered at Michigan State University, regardless of the form or format in which such question or answer may
originally have been maintained.
.03 The unauthorized possession of any of the aforesaid examination documents shall be considered prima facie
evidence of an attempt to violate the provisions of this section.
[By the way, here is the definition of prima facie evidence: prima facie evidence according to Webster's New World
College Dictionary" ... evidence adequate to establish a fact or raise a presumption of fact unless refuted." ]
Page 19
ISS 318
APPENDIX E: Exams- Assessing a Sample of What You have Learned
Remember: Exams and Assignments SAMPLE the information that you learn! You will
learn valuable knowledge that won't be assessed in class!
This large oval
represents what you
have learned
Important
information
Important
information
Important
information
Important
information
Important
information
Important
Sample of
important
information
Since there isn’t time to ask you
EVERYTHING that is important,
the smaller oval represents a sample
of your knowledge. I assume that you
would be able to answer other questions
just as well if we had more time for exams
and assignments!
Return to Table of Contents
i
Tentative Course Calendar with Due Dates: Why tentative? I anticipate that these will be the
dates that assignments and exams will be due. However, every now and then MSU closes due to a snow
storm. One never knows when schedules need to change for unexpected reasons, whether they are due
to weather or other unexpected situations! But given a predictable world these are the dates that we
have scheduled!