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Lifespan Psychology
9596-PSYC&200.D1-Spring 2015
Please print out and read this syllabus
Dr. Robert J. Atkins, Ph.D.
Phone: (206) 934-7011 (email in preferable and faster)
Office hours: Online 8:00 – 9:00 M-F.
Office: Rm. IB2327A (Email is best)
E-mail = Please send email for this class through the instructor’s campus email.
robert.atkins@seattlecolleges.edu I do not check the Canvas course website email.
For each message, in the subject line, please include your name, the course name,
and the course item # ( e.g. Sally Jones - PSYC&200.D1-#9596).
Class website: https://canvas.northseattle.edu/login
Login material (Write your items in the space below)
User name: _______________________
Your entire student ID number
Password: ______________________
The six (6) letters of your last name. (Repeat if less than six eg. Liuliu)
LaunchPad: Log In =
http://www.macmillanhighered.com/launchpad/bergerls9e/1536065/#/launchpad
LaunchPad Technical support = 1-877-587-6534
LaunchPad Course ID: 1536065
Course schedule:
The Course Calendar in the back of this syllabus gives you a schedule for the quarter.
Grading: Your class grade is based on the non-cumulative multiple-choice exams the
U.S. Cultures paper (50 points each), and “Psychology Launchpad” (100 points).
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Outcome
This course will give you the knowledge to:
* Understand the nature of the individual, of human values and of the relationship
between the self and the community.
Note: Often people have had traumatic experiences or have strong feelings on certain
topics. If you feel any of the topics in the text or class will be emotionally damaging to
you, or difficult to learn about or discuss, or would create a “hostile environment” for you
- do not take this course.
Materials for the course:
Required text and access code:
Paperback text The Developing Person Through The Life Span by Berger with
LaunchPad access code ISBN-13: 978-1-319-01646-3 is available at the NSC bookstore
The same text as an e-text with access code may be purchased from the Publishers at:
http://www.macmillanhighered.com/launchpad/bergerls9e/1536065/#/launchpad
Computer:
Your computer needs to be a PC or Mac with a good internet connection, internet
browser, ability to view Power Point, PDF, and MP4 video files. Most computers come
with the ability to view these, if not, you can search for free player downloads for these
items. Google Chrome computers are not recommended (the Chrome internet browser
will work).
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LaunchPad (Required)
“LaunchPad” is a website that provides the videos and activities to view and take a short
multiple choice and essay quiz based on the material. This will add interest to the class,
and help you understand what I talk about in the lecture videos. It will also give you one
hundred points in the class (one third of the total points). You should get 100% on this
portion of the course.
LaunchPad Videos
These are short 2 – 5 minute videos that relate to the Canvas lecture videos for
that chapter. You receive full credit, one point, by simply listening to it. There are no
questions to answer. The amount of time you spent viewing it is recorded by the
computer, which can be compared to the length of the video. Please listen to the entire
video. If your grade shows you only watched the video for zero “0” minutes for example,
your grade will be changed to a zero “0” for that video.
LaunchPad Activities
These are assignments that you read, watch built in videos, and answer short
multiple choice questions. You will also have short essay questions. The multiplechoice questions can only be taken once, and are graded. The short essay questions are
provisionally given full credit of one point pending your instructor’s evaluation. If it
appears you gave the question some thought, 3-4 sentences, you have full credit. If you
apparently did not give your answer much thought, you will receive no credit. I expect
every student who is genuinely trying will receive full credit.
To register for “LaunchPad”
1. Purchase an access code from the NSC bookstore, or from the website
http://www.macmillanhighered.com/launchpad/bergerls9e/1536065/#/launchpad
2. If you have an access code from the bookstore, go to the website above, put in your
access code, and follow the prompts. Use the course ID on the front of this syllabus.
3. If you want to purchase the access code online, go to the website above, click “I want
to purchase access”, or “ I want temporary access” and follow the prompts. If needed,
use the course ID on the front of this syllabus.
If you have any difficulty registering, call the tech support phone number on the front of
this syllabus.
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Here are some helpful links for the Psychology LaunchPad. This is a different text, but it
works the same as for our text. They do not have similar links for our text.
For a video on how to register for LaunchPad, go to:
https://www.youtube.com/watch?v=2crYAsqb7P0&feature=youtu.be
Additional registration questions with step-by-step answers can be found at:
http://cmg.screenstepslive.com/s/MacmillanMedia_StudentHelp/m/LaunchPadSM/c/49348
For a video on using LaunchPad, go to:
https://www.youtube.com/watch?v=znnje6RFbUc&feature=youtu.be
To download the recommended Chrome browser, go to:
https://www.google.com/chrome/browser/
If you have difficulty with any of these links, simply copy and paste it into your browser.
LaunchPad items turn off each Saturday:
The activities and videos are seen on the right side of the Course Calendar at the
back of this syllabus. All the activities are available from the first day of class, and will
turn off each week on the following Saturday (except for the last week). If you have not
completed the quiz by that time, you will receive a zero for that activity, which cannot be
made up – please believe me. Please complete these activities on or before the scheduled
date in the Course Calendar. My hope is that this will encourage students to keep up with
the activities, and not wait until the end of the course.Do not email me saying you forgot
to do it, you started the class late, your computer had problems, or your internet went
down and ask for it to be reset just for you. They will not be reset.
I suggest you do the videos before the day they turn off in case you have problems.
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Overview of “LaunchPad”
**** There is a video of how to use the LaunchPad website in the “Start Here”
videos. Please listen to that. The information below is just a summary.
How to find the videos and activities:
1. Login with your email and password, click “Sign in”, then “Enter Your Course”
2. Assignment Calendar:
A. Click the title “Calendar” on the left side.
B. Find the day for the item you want to work on
C. Click on that item and click “Open”.
D. Listen to the video or do the activity
E. The computer records that you listened to the video or completed the activity.
Your LaunchPad grades:
Click on “Gradebook” on the left hand side to see your grades.
Scoring for the Psychology LaunchPad
Your score is the average percentage received on this portion of the course. For example,
if you average a score of 85% on all the videos and activities you have 85 points on this
portion of the course. I expect everyone to have 100% on the LaunchPad section.
LaunchPad e-book and other resources:
There is an e-book and many other resources in LaunchPad to help you, which I suggest
you take advantage of.
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Exams:
(Available on the Canvas website under “Quizzes”)
General description:
The four mid-term exams (50 points each) are not cumulative and cover only the
chapters for that exam. The exams are all multiple-choice, and will test your knowledge
of concepts, terms, and findings. You will also be asked to apply some of the
fundamental concepts to new situations.
All exams are available from the first day of the quarter, and close near the last day of the
quarter as indicated on the Course Calendar in this syllabus. I suggest completing all
exams prior to the day they close in case your internet or computer crashes. This gives
you some time to solve any problems. The exams will not be extended. If you have not
completed an exam by the day they turn off, you will receive a zero for that exam –
believe me.
Other exam concerns:
1. Take the exams on a stable internet connection. If your internet crashes, try repeatedly
to restart the connection during the 40 minutes you have to take the exam. The test will
return at the same place you left off, however, the timer will keep going.
2. Once you start an exam you must complete the 50 questions in 40 minutes. You
cannot pause an exam to look up the answer and come back to it later. Please do not
email me to say the exam turned off before you finished, and ask for it to be reset.
Students who know the material can complete the exam in 20 minutes.
3. The exam labeled, “Practice Exam (Not graded)” is the only practice exam. All others
are real exams. This is to familiarize you with the test taking system. You may take this
exam unlimited times. The real exams can only be taken once. You are not expected to
know the answers to this practice exam, and it is not graded. This is just a trial run to be
sure you know how to take an exam.
4. You may use any notes, study guides, text, or other materials provided in the class
during the exams. You may not use any other source of help.
5. To reduce cheating, you can only see one question at a time. You cannot go back to
previous questions. If you simply looked at the questions without answering them, you
will receive a zero on that exam. Do not look at all the questions, then tell me your
computer crashed and ask me to reset the exam. I can see everything you do when you
open an exam, and if this is what you did, it will not be reset. Also, you may only take
each exam once.
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6. I suggest you make notes on topics you are unsure about during the exam if you wish
to restudy those items. To protect the exam, I will not email you the questions you
missed. With online digital questions it is easy to copy the exam questions and send
them to other students, friends, relatives or archive them for future reference.
7. If an answer option is “All the above” and it is in position “B” for example, it means
all the other answers. This option may occur in other than the last (“D” or “E”) position
because the questions and answers are scrambled for each student.
8. Scoring exams: The score you receive will be the grade indicated by the computer. I
feel this is the fairest for the largest number of students. While I am glad to discuss the
exam with you, it will not change your score. Any changes in question wording, etc. will
be considered for next quarter, but will not be used to change scores this quarter.
How to do well on the exams:
The exams come from the text and many additional items to help you understand
the material. Use the Course Calendar at the end of this syllabus to keep yourself on
track so you will have covered the material and understand it before you take the exam.
To understand each topic, read the text, listen to the class presentation, take notes, review
the chapter diagrams, and complete the study guides.
Avoid procrastination:
Do not wait until the last possible day to take the exams. Emails like, “I forgot
what the last day was”, or ”I tried to take the exams, and my computer (or internet) had
problems”, or, “My electricity turned off”, or “I tried to open the last exam, and it was
not there (emailed after the last day)”, now it is past the last day and the class is over,
how do I make it up? The answer is, you don’t. Any exams not completed before the
exams turn off as indicated in the course calendar have a score of zero – believe me.
Therefore, I recommend at least following the suggested course calendar at the back of
the syllabus to avoid this procrastination.
Please remember, you need to have completed all four exams by at least the last day
indicated in the syllabus at about 6:00 pm. All items turn off at that time – believe me.
You may complete everything early if you wish. My hope is that having the exams and
study materials available at the start of the quarter will let you progress at your individual
pace and make it more convenient for family and work schedules, thereby making the
class more enjoyable for you.
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Taking the exams:
When taking the exams on line you may use the study guides, text, dictionary, and
chapter diagrams. You may not have anyone else helping you in any way. When taking
the exams, you must answer one question before going on. You may not go back. Also,
If you skip a question you may not go back to answer it. It is best to have an answer for
each question.
NOTE *** Turn off the pop-up blocker in your web browser
To turn off the pop-up blocker. With Firefox, go to tools > Options >Content,
and uncheck the "Block pop up window". With Explorer, go to Tools > Pop-up blocker >
Turn off pop-up blocker.
1. Log in and go to your course home page.
2. Click on “Quizzes” > then quiz (exam) number > then “Take the quiz”.
(Note the time remaining on the right side)
3. Answer the first question >then click “Next” (Answer all questions) >
4. Finally, when all questions are answered, click “Submit” then “OK”.
Note: Your time remaining is shown in the upper right hand corner. At the end of that
time, the exam will automatically stop and will not be reset. Therefore, please watch
your time remaining.
********************************************************************
YOU MUST CLICK “SUBMIT” FOR ALL EXAMS BEFORE THEY TURN OFF AS
INDICATED IN THE COURSE CALENDAR. AT ABOUT 6:00 pm THE EXAMS
TURN OFF AND YOU WILL NOT RECEIVE CREDIT FOR TAKING ANY
REMAINING EXAMS. I SUGGEST YOU END ALL YOUR EXAMS PRIOR TO
THAT DAY JUST TO BE SURE, IN CASE THE CLOCKS ARE DIFFERENT, OR
YOU HAVE ANY PROBLEMS.
The Course Calendar gives you a suggested schedule.
*********************************************************************
You need to take the exams on or before the date indicated in the Course
Calendar. The closing dates will not be extended. If you have not completed an item by
the last day, you will receive a zero for that item – believe me.
The Course Calendar in the back of this syllabus gives you a suggested schedule for the
quarter, including the last date for completing the exams.
When you click “Take this quiz” you must take the exam:
Do not click “Take this quiz” (even by accident) and look through the exam without
answering the questions because the computer will automatically submit a zero into the
grade book, which will be your grade for that exam. This is done to reduce cheating.
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Exam timer: This will help you stay on schedule when taking an exam.
Count up clock
(your watch)
1up to 40 minutes
Start
10 Minutes
20 Minutes
(Halfway)
30 Minutes
40 Minutes
Count down clock
(on Canvas)
40 down to 1 minute
40 Minutes
30 Minutes
20 Minutes
(Half way)
10 Minutes
1 Minute
You should at least
be on question:
1
12
25
(Half way)
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50
Students who know the material can complete the exam in 20-22 minutes with a 100%
score.
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The U.S. Cultures paper:
This course has a “U.S. Cultures” designation. Therefore, the twenty page (single
spaced) U.S. Cultures paper is presented below. My hope is that you will see how
various aspects of the lifespan are integrated with U.S. cultures.
This paper is worth 50 points, the same as a midterm exam.
You will need to include all five of the outcomes below in your paper, and include at
least two subtopics in each outcome.
Outcome 1: Examine the relationship between U.S. ideals and realities
a) Discuss the meaning of U.S. ideals such as freedom, equality, justice, and opportunity
and explore the relationships among them.
b) Examine the founding documents of the U.S. government such as the Declaration of
Independence, the U.S. Constitution, and the Bill of Rights.
c) Examine U.S. popular culture and media for (salient/dominant) values and ideals.
d) Define the meaning of the U.S. work ethic and explore its relationship to socioeconomic status.
e) Explore, describe, and analyze the disparities in the U.S. society based on race,
ethnicity, gender, age, class, sexuality, and abilities.
f) Analyze any gaps between the rhetoric and the realities.
Outcome 2: Analyze how human differences of race, class, and gender are socially
constructed into hierarchy in the context of the U.S.
a) Define and discuss theories of social construction
b) Apply critical thinking skills to examine the historical and cultural roots of
stereotypes/images and overgeneralizations.
c) Recognize the assumptions, perspectives, evidence, implications, premises, and
conclusions in texts such as readings, films, television shows, and advertising.
d) Distinguish facts from opinions
e) Develop explanations of hierarchies using logical reasoning and evidence (empirical
data/studies).
f) Relate findings about hierarchies to cultural stereotypes, overgeneralizations, and
assumptions.
Outcome 3: Reflect on how one’s own attitudes, perspectives, beliefs are shaped by
one’s own cultural, ethnic, and racial heritage, by gender, by age, by class, by sexual
orientation, and by abilities.
a) Exploring through writing how one’s own personal experiences might be shaped by
these factors.
b) Examine a variety of readings (literature, non-fiction, historical accounts, personal
narratives/memoirs) in which authors consider the influence of these factors on attitudes,
perspectives, and beliefs.
c) Examine the origins of individuals’ beliefs, attitudes, and viewpoints.
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d) Examine the implications of different forms of knowledge for such self-reflection.
Outcome 4: Compare and/or relate the experiences of at least three U.S. cultural
groups, two of which must be non-European.
a) Explore the possible relationships among cultural groups being studied within
specific contexts (such as immigration, class, gender, migration patterns, historical
periods).
b) Emphasize the complexities of each cultural group to avoid over-simplification and
stereotyping.
c) Examine the international dimensions of U.S. cultural groups.
Outcome 5: Demonstrate the ability to deal constructively with information, ideas,
and emotions associated with issues of cultural diversity and conflict.
a) Analyze and discuss texts (films, books, articles, visual images) that challenge
common assumptions and/or present competing perspectives.
b) Post 20 interactive discussions focusing on working closely together to deal
constructively with differences and conflicts.
To help you with this paper, your text discusses the major groups, countries, religions and
related topics presented below. You may find the page numbers for each item in the
subject index. Also, our NSC library and databases will be helpful.
Before starting this paper, you must read the “Directions” in the “Start Here” section of
the course website.
Major groups, countries, topics, and religions discussed in the text.
Major groups:
African Americans
Asian Americans
Caribbean Americans
European Americans
Hispanic Americans
Japanese Americans
Latinos
Mexican Americans
Native Americans
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Individual countries discussed:
Afghanistan
Eastern Europe
Africa
Ecuador
Bangladesh
Egypt
Belgium
England
Chile
Ethiopia
China
Finland
Colombia
France
Croatia
Germany
Czech Republic
Great Britain
East Asia
Greece
Guatemala
Hungary
India
Indonesia
Iran
Ireland
Israel
Italy
Japan
Jordan
North America
Northern Ireland
Norway
Pakistan
Panama
Peru
Philippines
Poland
Portugal
Russia
Switzerland
Taiwan
Thailand
Tunisia
Turkey
Uganda
United Kingdom
United States
Uruguay
Viet Nam
Saudi Arabia
Sierra Leone
Singapore
Slovak Republic
Slovenia
South Africa
South Asia
Spain
Sri Lanka
Sweden
Additional related topics:
Cultural patterns
Multicultural development
Culture
Muslims
Ethnic group
Prejudice
Ethnic identity
Stereotypes
Ethnicity
Race
Gay Marriage
Racial prejudice
Gay partners
Racism
Gender
Same-sex couples
Homosexuality
Same-sex marriages
Lesbian partners
Same-sex parents
Kenya
Korea
Latvia
Malaysia
Mexico
Netherlands
New Guinea
New Zealand
Nigeria
North Africa
Religions:
Hinduism
Islam
Judaism
Roman Catholicism
Taoism
Academic journals in PycARTICLES database at NSC
Asian American Journal of Psychology
Cultural Diversity and Ethnic Minority Psychology,
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Grading Scale
Total
Points
300 (100%)
299
298 4.0
297
296_____
295
294
293 3.9
292
291_____
290
289
288 3.8
287
286
285_____
284
283
282 3.7
281
280_____
279
278
277 3.6
276
275_____
274
273
272 3.5
271
270____(90%)
A
269
268 3.4
267_____
266
265 3.3
264_____
263
262 3.2
261_____
260
259 3.1
258_____
257
256 3.0
255_____
254
253 2.9
252_____
251
250 2.8
249_____
248
247 2.7
246_____
245
244 2.6
243_____
242
241 2.5
240____(80%)
B
239
238 2.4
237_____
236
235 2.3
234_____
233
232 2.2
231_____
230
229 2.1
228_____
227
226 2.0
225_____
224
223 1.9
222_____
221
220 1.8
219_____
218
217 1.7
216_____
215
214 1.6
213_____
212
211 1.5
210____(70%)
C
209
208
207 1.4
206
205
204_____
203
202
201 1.3
200
199
198_____
197
196
195 1.2
194
193
192_____
191
190
189 1.1
188
187
186_____
185
184
183 1.0
182
181
180____(60%)
179 0.0
D
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All students are treated the same:
After all grades are in, or even during the quarter, some students want me to make a new,
grading scale or create exam options just for them that do not apply to the rest of you.
These requests sound like this: “Can I take the exam again, I didn’t like my score.” “I
only need one more point to get the next higher grade … please.” “I am failing the
class, so don’t give me the grade I earned, give me an NC (or an Incomplete) instead.”
“If you give me the grade I earned, I can not get into the university.” “I need a 2.0, or I
will be deported.” “I will lose my financial aid.” “I forgot to take the test (or do an
activity) when it was scheduled with everyone else, so can I take it now (several days
later)?” “I tried (or I learned a lot) so you should give me a higher grade.” “I did not
know I was registered in the class, or I forgot to withdraw, and did absolutely nothing, so
I should not receive a 0.0 grade.” “I had personal problems during the quarter, so you
should increase my grade (or any deadlines should not apply to me).” “I did not
remember it was due then, so can I turn it in now?” “I didn’t complete the exam, so give
me more time than everyone else so I can finish it.” I cannot grade based on any of these
factors. You need to do the best you possibly can from the first day of class, and feel
confident the grade you receive at the end was the best you are capable of.
Here is an example of an email sent to a student explaining my thoughts on this matter.
“I receive many mails from students wanting me to make an exception because of their
personal situations. It would not be fair to other students to make individual decisions
allowing one student to do something others were not allowed to do (based on the syllabus
they received the first day). I have no doubt that what you say is true. However, I cannot
make grading or changes in the syllabus based on each student's difficult situation. Many
students have families, take a heavy course load, and work long hours, have family
emergencies in another country, get sick and have other situations during the quarter.
I do not believe you would be happy if you learned I allowed someone to retake an exam
and not you because I liked his or her story more than yours. As a result, I attempt to treat
all students fairly and equally based on the syllabus.”
If you need help with anything, please see me. I want you to do very well in class and
have established many items to help you do so. These include:
(1) “How To Study” sheet in this syllabus,
(2) Class Presentations
(3) Power point slides,
(4) The text
(5) Study Guides,
(6) Chapter Diagrams
(7) My office hours
With all this support, please remember, all students are treated the same.
There are no exceptions to grading policies, timing, or deadlines for any reason.
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**Instructor created support materials:
Class Presentations (Videos):
To view the presentation, click on the file. After the introductory slide appears, click on
the right pointing triangle in the center. This will start the presentation. Be certain the
volume is on (mute turned off) and the volume is turned up to a comfortable level. You
may then simply sit back and listen to the presentation as if you were attending the class
which created these presentations. However, you have the advantage of being able to
pause or rewind and review the presentation using the controls at the bottom of the
screen.
These recordings have been made “live” in class.
When listening to the recordings and watching the slides, it is good to have the Study
Guide, Chapter Diagram, and text in front of you to use as guides to what will be on the
exam. If you wish to print out the slides, they are available in a file entitled “Power Point
Slides”.
These recordings, and the related Power Point slides, have been included for the
following reasons:
1. It gives you a feeling of being in class, complete with stories, examples, and
comments.
2. You get to know your instructor on a more personal level
3. You get to hear explanations of topics that may be difficult to comprehend.
Playing the video files:
If you cannot play the videos, you need the ability to download and play .mp4 files. This
software is available as a free download from the internet. I would search for “Download
.mp4 files”, and choose one you feel may be reputable. Windows Media player, Real
Player and Quick Time will all do that. Most computers (PC and Mac) come with this
ability, and it is not a problem for most students.
“Do You Remember?” questions:
The videos have “Do You Remember?” questions to help you review the material
immediately after it has been presented. If you cannot remember the answers to these
questions, then is a good time to go back and immediately review them to reinforce your
memory. These questions have also been duplicated in a Word document for each exam,
and are in a file under the “Start Here” videos. Print these out and complete the answers
when listening to the videos. You can then use these to study for the exams.
Also, since the videos can be long, I suggest you take a break when you get to these
questions. You can walk around, or get something to drink. This will reset your
attention span, which will help you to refocus and start remembering the material again.
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A fun way to listen to the videos:
Rather than listening to the videos alone, if you have friends in the course it may
be more fun to get together with pizza and popcorn and listen to them (like going to the
movies). Pause the tape at the “Do You Remember” questions and discuss them among
yourselves to see if you understand them. This is also a good time to take a break before
continuing. CAUTION: Do not take the exam immediately afterward with the other
students. You could be accused of helping each other with the answers, which is
cheating, and everyone would receive a zero for the exam.
Power Point slides:
The Power Point slides are not “canned” from the textbook, they have been made by your
instructor specifically to help you with the exams, and are the same ones used in the class
presentations. If you wish to print out the slides, they are available in a file entitled
“Power Point Slides”. I suggest printing out three or six slides per page.
Study Guides:
This file gives you a study guide for each chapter. These are designed directly from the
exams. While you read the text, listen to the class presentations, and view the Power
Point slides, keep these sheets with you, and work toward being able to answer each of
the questions. These will then help you during the exams.
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Chapter Diagrams:
Chapter diagrams are “Concept Maps” of the key concepts being discussed in
lecture, text, and exams. The theory behind these maps is that you can remember a
diagram (or photograph or drawing) better than written text or an outline. This is
particularly true of visual learners.
How to use them:
The best way to use these is to print them out on a color printer and have them in
front of you (along with the study guides) when you listen to the lectures. When listening
to the lectures, or reading the text, you can take notes and transfer the key ideas to the
concept diagrams for later study.
When writing the notes into your diagram, ask yourself if you understand them;
then explain it to yourself (or someone else). It will work even better if you can say this
aloud to yourself so you can hear it.
How to study with them:
1. Add any notes you want to the diagram
2. Develop a mental image of the diagram
3. Try to reproduce that image on a blank piece of paper without looking at the
original diagram.
4. Compare your diagram to the original.
A. The missing items are the ones you need to concentrate on
B. Repeat this process.
Finally, these are just study aids. You do not need to use them if you do not want, and
there is nothing to complete or hand in.
“Discussion questions” are idea starters
The discussion questions in each chapter do not need to be completed or handed in.
There is no additional credit for discussion postings or replying to a post, however, if
someone wants to post a discussion, these can be idea starters and add interest to the
class.
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How to study:
Look at the course calendar to see what materials need to be covered that day.
Psychology LaunchPad:
Complete these items on or before the date they are scheduled in the course calendar.
All activities are available from the start of class. Do these while you have time
to correct any computer problems. They will not be reset for any reason.
Class materials (for each chapter):
1. Print out the study materials. This includes the power points (3-6 to a page), chapter
diagrams, and the study guide.
This will help you focus your studying on the most important items.
2. Spread out the text and all the materials in front of you, then listen to the lecture video.
Pause the video to make notes on the study materials.
This will help you recall the lecture material.
3. In the text, highlight and review the Summary and Key Terms at the back of the
chapter that are covered in the power points. Finally, read that section of the chapter for a
more detailed discussion of each item.
Use the text as a reference book, do not read page after page.
This will help you review the class material, and see how it relates to the text.
4. After listening to the video and reading the text:
A. Add to any notes you may have made on the power points, diagrams, etc.
B. Complete the “Do You Remember?” and study guide questions. They do not
need to be handed in.
This will help you further understand the material presented in the video and
focus your study time on what is most apt to be on the exam.
Each day:
Take about fifteen minutes per chapter to review the materials presented since the last
exam.
Learning research tells us that many short reviews helps you remember the
material much better than one long review.
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Miscellaneous items
Acceptance of the syllabus: Your registration for, and continued presence in this class
indicates you have read, understand, and accept the entire syllabus (including the grading
scale, time limits, etc.).
Extra credit: Extra credit is not available.
Incompletes: No “Incomplete” (I) grades will be given.
No Credit “NC” grades and Withdrawals: You must request an "NC" grade or
withdraw by the “last day to withdraw” indicated on the course calendar. If you
have not, you will receive a decimal grade for this course. The instructor will not
un-enroll (drop) anyone. If you intended to drop the class but forgot, you will still
receive a grade as an enrolled student, which will not be changed.
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When the Registrar’s office says you can get an “NC” grade up until the end of the
quarter, they mean they will process it. What they tend not to tell you is that you
can only receive an NC if requested by the instructor based on the criteria for
assigning an NC grade. My criteria are that you can only receive an NC grade if it
is requested prior to the last day to withdraw. After that date you will receive a
decimal grade. Do not tell me the Registrar said you could get an NC grade up until
the end of the quarter – you cannot.
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Cheating: Any cheating on exams will result in a score of zero (“0”) for that exam (which
can not be retaken). Copying an exam, sending an exam to another student, or keeping
an exam is considered cheating. Facilitating the cheating of another student is also
considered cheating, and both parties will receive a zero.
Guidelines for Student Conduct: Students are expected to comply with student conduct
policy and procedures. Information on student responsibilities and rights is available at
the following website: https://northseattle.edu/policies/student-conduct-policy
Americans with Disabilities Act: If you need course adaptations or accommodation
because of a disability; you must contact Disability Services at phone 206-934-3697, or
TTY: 206-934-0079 or on the web at https://northseattle.edu/disability-services
Academic Honesty: Academic honesty is highly valued at NSC. A student must always
submit work that represents his/her original words or ideas.
20
How to check your internet browser if you are having problems
1. Go to the class website and log in.
3. Often, simply turning off “pop-up blockers” on your web browser will solve problems.
4. Another way to check your browser is to try all the class activities, such as the Power
Points, the recordings, and the class materials. If these all work, you are ok. If you still
have questions, contact the eLearning office.
How to see your final course grade:
You may check your grades via the internet at: NSC home page > Online
Services > Grades/Records>Grades/Unofficial Transcript. Put in your Student ID and
Student PIN, then click on “Get My Transcript”.
How to withdraw from the course:
You may withdraw from a course via the internet at: NSC home page > Services >
Online Services > Register/Add/Drop Classes, and follow the directions.
Changes in the syllabus
The most current syllabus will always be on the course website. Any changes, which are
rare, will be posted as announcements on the Canvas course website and will be active
when posted.
21
Course Calendar
9596-PSYC&200.D1- Spring 2015
All exams and activities are open when class starts.
All exams are available all quarter until they turn off on June 16th at 6:00pm Pacific time.
LaunchPad items (videos and activities) are due, and turn off, Saturday at 6:00 pm. Pacific
time of the week they are assigned. Please, at least follow this schedule.
The activities and exams will not be turned on again for any reason.
You may complete the course early if you wish.
Date:
Week of
April 5
April 12
Class Presentation Videos
(In Canvas website)
Review syllabus and orient yourself to the
class
Ch. 1 – Introduction
Ch. 2 – Theories of Development
Ch. 3 – Heredity and Environment
Ch. 4 – Prenatal Development and Birth
Ch. 5 – The First Two Years: Biosocial
April 19
Ch. 6 - The First Two Years: Cognitive
Ch. 7 - The First Two Years: Psychosocial
Exam #1 (Ch. 1 – 7)
LaunchPad Videos & Activities
turn off the following Saturday
Activity: What is wrong with this study?
This week’s LaunchPad items turn off
Saturday April 11th.
Video: Genes and Development
Video: Genetic Disorders
Video: Genetic Testing
Activity: Homosexuality: Nature or
Nurture?
Activity: Identical Twins: Growing up apart
Activity: genetics and Early Parental
Development
Video: Low Birthweight in India
Video: Newborn Reflexes
Activity: Periods of Prenatal Development
Activity: Birth
Activity: Teratogens
Video: Nutritional Needs of Infants and
Children
Activity: Brain Development: Infants &
Toddlers
Activity: Brain Development: Early
Childhood
This week’s LaunchPad items turn off
Saturday April 18th.
Video: Language Development in Infancy
and Toddlerhood
Activity: Self-Awareness & the Rouge Test
Activity: Mother Love: The Work of Harry
Harlow
Activity: Modeling: Learning by
Observation
22
This week’s LaunchPad items turn off
Saturday April 25th.
April 26
Ch. 8 – Early Childhood: Biosocial
Ch. 9 – Early Childhood: Cognitive
Ch. 10 – Early Childhood: Psychosocial-1&2
May 3
Ch. 11 – Middle Childhood: Biosocial
Ch. 12 – Middle Childhood: Cognitive
Ch. 13 – Middle Childhood: Psychosocial
May 10
Exam #2 (Ch. 8 – 13)
Ch. 14 – Adolescence: Biosocial
Ch. 15 – Adolescence: Cognitive
May 17
Ch. 16 – Adolescence: Psychosocial
Ch. 17 – Emerging Adulthood: Biosocial
Ch. 18 – Emerging Adulthood: Cognitive
Video: Theory of Mind: False-Belief Tasks
Video: Piaget’s Conservation – Liquid
(Fail)
Video: Piaget’s Conservation – Liquid
(Pass)
Video: Piaget’s Conservation – Numbers
(Fail)
Video: Piaget’s Conservation – Numbers
(Pass)
Video: Theory of Mind (Fail)
Video: Theory of Mind (Pass)
Activity: Achieving Conservation
Activity: Theory of Mind
Activity: The Boy Who Was A Girl
This week’s LaunchPad items turn off
Saturday May 2nd.
Video: Adolescent Discusses Impact of
Dyslexia
Activity: Artistic Savant Skills
Activity: Autism Spectrum Disorder
Video: Girls Bullying Girls
This week’s LaunchPad items turn off
Saturday May 9th.
Video: The Timing of Puberty
Activity: Eating Disorders
Activity: Characteristics of Formal Thought
This week’s LaunchPad items turn off
Saturday May 16th.
Video: Identity Development in
Adolescence
Video: Importance of Peers in Adolescence
Video: Risk-Taking in Adolescence:
Substance Use
Video: Psychological Disorders in
Adolescence
Activity: Brain Development: Emerging
Adulthood
This week’s LaunchPad items turn off
Saturday May 23rd.
23
May 24
May 31
Ch. 19 – Emerging Adult: Psychosocial
Exam #3 (Ch. 14 – 19)
Ch. 20 – Adulthood: Biosocial Development
Ch. 21 – Adulthood: Cognitive
Ch. 22 – Adulthood: Psychosocial
Ch. 23 – Late Adulthood: Biosocial
June 7
Ch. 24 – Late Adulthood: Cognitive
Ch. 25 – Late Adulthood: Psychosocial
This week’s LaunchPad items turn off
Saturday May 30th. (None due this week)
Activity: Research Methods and Cognitive
Aging
Activity: Happiness, Marriage, and Babies
Activity: Signs of Aging
This week’s LaunchPad items turn off
Saturday June 6th.
Video: Alzheimer’s Disease: A Family
Case Study
Activity: Alzheimer’s Disease
Activity: Preparing to Die
This week’s activities turn off Saturday
June 13th.
All LaunchPad activities have now turned
off at about 6:00pm. No exceptions.
U.S. Cultures papers are to be sent to my
NSC email as an attachment by 6:00 pm
June 13th.
June 14
Exam #4 (Ch. 20 – 25)
All exams close June 16th. at 6:00pm Pacific
time. No exceptions
I suggest you complete the exams before the
last day in case you have any computer
problems.
(Last day – no final exam)
End of class – No final exam
May 29th. is the last day to withdraw