PSY 200: Lifespan Psychology
Syllabus
Spring 2014
Room BE 4159
Instructor:
Office:
Office Hours:
Email:
Pat Russell, Psy. D.
BE 4126
By appointment only
Pat.Russell@seattlecolleges.edu
Time:
Daily 9:00 a.m – 9:50 a.m.
Required Text:
Arnett, J. (2012). Human Development: A Cultural Approach,
Pearson Publishing
Course Description
This course covers issues in life-span development, including the scientific method as applied to
developmental psychology, current research, theories, cognitive, emotional, psychological, biological,
emotional, and psychosocial development from birth to through late adult, all the way to death & dying.
Critical Thinking:
This course introduces students to theories, issues, and research in developmental psychology.
Students are encouraged to think critically about the scholarship on development. This course is meant
to expand your conceptual frameworks and to develop your ability to evaluate the scientific and popular
literature on development. It is not aimed at providing a summary of facts for students to memorize.
Intersection of Identities:
An important focus of this course is the way in which culture, gender, ethnicity, social class, and age all
intersect and interact to impact & influence development.
Course Structure:
A variety of teaching methods will be used in this class. Class time will often involve a combination of
discussions, group work, lectures, videos, and other student activities.
You are responsible for reading the assigned text BEFORE class. Be sure that your schedule permits
regular class attendance, and that you bring an open mind to all course activities.
Requirements
Attendance:
Attendance & participation in class are critical to the learning process. There will be a sign-sheet at each
class. Do not come late & leave early – if you do so it will be counted as an absence. You are
responsible for any information you miss from another student in class. You are expected to be in class
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Lifespan Syllabus Spring 2014 Seattle Central Community College
for each and every student presentation. Total=100 points (10 for each week – you will be allowed one
week’s worth of absences except for the student presentations)
Course quizzes:
Two in-class quizzes will be given. They will include multiple choice & short answers. There will be no
make-up quizzes if you miss class the day the quiz is given. Total=100 points (50 points per quiz)
Reading Response Papers:
There will be 10 weekly reading papers due. These are to be 2 pages, double spaced, comments on the
reading assignments for the week and they are due each Friday weeks 1 through 10. No late papers will
be accepted. The papers are expected to be double spaced, in 12 point font, hard-copies only. No
handwritten papers will be accepted. Total 100 points (10 points per week)
Mid-term presentations:
You will be assigned to a group of students for mid-term presentations. There will be three groups; each
one will focus on a specific area of development that has been studied up to the midterm: biosocial
development, cognitive development, and psychosocial development from prenatal development
through middle childhood. Each presentation should be 20 minutes in length, give a comprehensive
overview, and cite recent research or controversies from articles outside of the assigned reading. Each
group member will submit a brief, one page summary of their own participation in the group. Total=50
points (for each group member, including paper)
Final Partner Presentation & Paper:
You will be assigned to a partner who you will research with & present on some aspect of
developmental psychology that we covered in class. You and your partner will present on that topic
during the final two weeks of the class. Presentations should be 15 minutes, and you may use
PowerPoint, multi-media, handouts, class exercises, etc. Total=50 points (per group member)
Presentations should include:
 An overview of the topic
 Current research in the field
 How the topic or issue impacts development culturally, socially, with gender, etc.
 The future of the issue
The final paper is an individual write-up of the partner project topic. Included in the paper is a
description of your role in the project. Each paper must be at least 10 pages in length, double-spaced,
and hard-copy. It is due on the last day of class. Again, no late papers will be accepted. Total=100
points
Grade Assignments
Your final grade will be based on the number of points you receive out of the maximum of 500 points.
Please do not ask me how many points you have! This is up to you to keep track of. I will return papers
& assignments as quickly as possible. It is up to you to pick up your papers when I bring them in.
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Lifespan Syllabus Spring 2014 Seattle Central Community College
Grades are assigned on a 4.0 scale:
Letter
Percent
Points
Grade
A
AB+
B
BC+
C
CD+
D
E
95-100%
90-94%
87-89%
82-86%
80-81%
77-79%
72-78%
70-71%
65-69%
60-64%
Below 60%
475-500
450-474
437-449
414-436
400-412
388-399
363-387
350-362
337-349
313-366
Below 300
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.0
Etiquette and Participation
o During class, you are expected to be attentive. You must participate in discussions and
group activities.
DO NOT use your cell phone or other electronic devices – turn off the ringer and place it in your bag
away from your attention during class. Do not call, text, instant message, or chat with your neighbor
o I recommend that you abstain from using your laptop or tablet during class. Many
students have good intentions in note taking on their laptops, but their learning is
commonly obstructed by the distraction posed by the laptop.
o Be respectful of your classmates at all times. Any actions that I deem to be disrespectful
will result in removal from class.
Academic Honesty & Student Conduct
Cheating, plagiarism and other forms of academic dishonesty are subject to disciplinary
action and will be handled according to college regulations. Follow the Seattle Community
College student code of conduct at all times. Violations of the student code of conduct will
be reported to proper college officials.
As a college student you are expected to speak & behave in a manner that is respectful of
me and of other students. You are encouraged to critique what is presented in the readings
or in class by me or your peers. However, all critiques should be grounded in theory and
research evidence and not individual experience alone, and should be presented in a
respectful manner. In addition distracting and potentially disruptive or disrespectful
behaviors are out of place in a college classroom. Some of the behaviors that will not be
tolerated are (but not limited to):
o Talking to your neighbor
o Reading newspapers, magazines, etc.
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Lifespan Syllabus Spring 2014 Seattle Central Community College
o
o
o
o
o
o
Texting
Using your cell phone
Coming to class late
Leaving early
Listening to music
Sleeping in class
Students with Disabilities:
In compliance with Seattle Central Community College’s policy and equal access laws, I am
available to discuss appropriate academic accommodations that you may require as a
student with a disability. Requests for academic accommodations should be made as early
as possible to avoid delays in implementing the accommodations. Students should register
with the Disability Services office for disability verification and for determination of
reasonable academic accommodations.
Inclement Weather:
Please see the SCCC website to determine whether campus operations have been
suspended. The instructor will also post an announcement on the course webpage
whenever possible to notify students of cancelled classes.
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Lifespan Syllabus Spring 2014 Seattle Central Community College
Course Schedule (Subject to Change):
Week
1
2
3
4
5
6
5
Date
4/7
4/8
4/9
4/10
4/11
Topic
Introduction to class, syllabus
Intro to development
Theories of development
Theories continued
Heredity & Environment
Assignment Due
Read Chapters 1
4/14
4/15
4/16
4/17
4/18
Prenatal development
The First two years
Biosocial
Cognitive
Psychosocial
Read Chapters 2
4/21
4/22
4/23
4/24
4/25
Infancy/Toddlerhood
Biosocial
Cognitive
Psychosocial
Culture & Early childhood
Read Chapters 4 & 5
4/28
4/29
4/30
5/1
5/2
Early & Middle Childhood
Biosocial
Cognitive
Psychosocial
Culture & Middle Childhood
Read Chapters 6 & 7
5/5
5/6
5/7
5/8
5/9
Group Presentation Mid-Terms
Group Presentation Mid-Terms
Group Presentation Mid-Terms
Responses to Mid-Term Presentations’
Individual Meetings
5/12
5/13
5/14
5/15
5/16
Adolescence
Biosocial
Cognitive
Psychosocial
Culture & Adolescence
Response Paper 1
Response Paper 2
Response Paper 3
Response Paper 4
Response Paper 5
Read Chapter 8
Response Paper 6
Lifespan Syllabus Spring 2014 Seattle Central Community College
7
8
9
10
11
6
5/19
5/20
5/21
5/22
5/23
Emerging Adulthood
Biosocial
Cognitive
Psychosocial
Instructor Out
5/26
5/27
5/28
5/29
5/30
Memorial Day No Class
Young Adulthood
Biosocial
Cognitive
Psychosocial
6/2
6/3
6/4
6/5
6/6
Middle Adulthood
Biosocial
Cognitive
Psychosocial
6/9
6/10
6/11
6/12
6/13
Late Adulthood & Death & Dying
Death & Hope
Dying & Acceptance
Bereavement
Culture & Death
6/16
6/17
6/18
6/19
6/20
Student Presentations
Student Presentation
Student Presentations
Student Presentations
Wrap up
Read Chapters 9
Response Paper 7
Chapter 10
Response Paper 8
Chapter 11
Response Paper 9
Chapters 12 & 13
Response Paper 10
Final Papers Due
Lifespan Syllabus Spring 2014 Seattle Central Community College