St. Catherine University
Psychology Department
Spring 2013
Lifespan Developmental Psychology
PSYC 2025/CRN 20265
Spring 2013: Section W01
“Education is not filling a pail but the lighting of a fire.”
- William Butler Yeats
Course Information
Instructor: David Wells, MA
Office: 212A Mendel Hall (adjunct office)
Office phone: (651) 690-8676
Office hours: Saturdays: 12:00 – 1:00pm (just for this class)
Tuesdays: 10:00 – 11:00am (shared with another class)
And by appointment
Email: dmwells@stkate.edu (best way to contact me)
Class: 1:00-4:30pm, Sat, Mendel 107 / Every other week online format
See page 4 grid for all face-to-face meeting dates and online weeks
Prerequisites: General Psychology (PSYC 1001)
Credit Hours: 4
Contact Hours: 44 Lecture hours
Required Text*:
Berger, K.S. (2011). The developing person through the lifespan (8th Ed.). New York: Worth Publishers, Inc.
ISBN 9781429232036
* Can be purchased at the bookstore in the Coeur de Catherine
Learning Resources:
We have a D2L site for this course. Please check it daily for announcements and other course materials.
Course Catalog Description:
Scientific study of development from prenatal life through late adulthood, with emphasis on the interplay of
psychological processes, heredity and environment. This chronological review addresses physical, cognitive,
social and emotional changes across the lifespan.
Course Purpose and Goals
The purpose of this course is to expose you to basic concepts in lifespan developmental psychology and equip
you with the skills necessary to apply the course concepts to your future coursework and career. Upon
completion of this course, you should be able to:
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Student Learning Outcomes
1.)
2.)
3.)
4.)
5.)
Identify and interpret key lifespan development concepts
Exercise critical thinking skills
Apply developmental concepts to real world situations and
problems
Work collaboratively with your classmates and contribute to our
classroom learning community
Employ professional writing
Method of Assessment
Exams and papers
In-class/online activities, exams, papers
In-class/online activities, exams, papers
In-class/online activities
Papers
Expectations
In order for us to satisfy the aforementioned objectives, we must be clear and open about our expectations for
each other. Below are my expectations for you and myself for the next 16 weeks:
My expectations for YOU:
 Come to class on time and be prepared to actively participate in the class.
 Engage actively in online discussions/activities/assignments independently and with others as
assigned.
 Be respectful of others’ values, beliefs, and learning styles.
 Be open to others’ opinions and views and respectfully share yours.
 Turn in assignments on time and take exams on time.
 Work hard and put forth an honest effort.
 Ask questions when you have them; ask for help when you need it.
What you can expect from ME:
 I will come to class prepared, begin on time, and end on time.
 I will not lecture for the entire class period. I will take breaks to facilitate discussions, to
illustrate concepts, and structure activities in which students can learn from each other.
 I will not force students to participate, but I will encourage students to do so.
 I will create a classroom and online environment that is respectful; I will not tolerate disrespect.
 I will take all questions, concerns, and comments seriously and respond in a timely manner.
 I will provide helpful feedback on all assignments that are earnestly submitted. I reserve the
right to not grade or comment on assignments that were only partially completed or
otherwise show lack of effort.
Course Requirements
(All requirements below are still in progress and subject to change)
In order to satisfy the requirements of this course, you are expected to attend lecture every other week,
engage in online discussion and activities on the alternate weeks and complete the assignments listed below.
During our class I will lecture, arrange small group activities and facilitate discussions. Online, I will organize
small groups for topical discussions, arrange activities and submit materials to be utilized for assignments and
application of course content.
1. In-Class Participation. Throughout the semester we will dedicate some in-class time to integrating and
synthesizing the course material through discussions and activities. There will be points assigned for a
number of these in-class activities as a means for rewarding both attendance and participation. More
information will be provided regarding these activities as the semester progresses.
2. Online Participation. Each of the online weeks (dates designated on the calendar at the end of this
syllabus) for this semester will follow a similar format. The specific assignments/postings are still pending.
a. I will post some sort of audio/video clip related to the course content we discussed in our previous inclass meeting.
b. I may post a relevant article (e.g., peer-reviewed journal article, popular press, etc…).
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c. I may also provide any brief but remaining content that we did not get to in our in-class meeting.
b. There will be a short 10-12 item quiz based on the content from the in-class meeting and/or the
clips/articles.
c. There will also be small group discussions/activities organized for each online week. I will have
identified a few particular activities for each week. However, in order to keep this format both
relevant and interesting, I will regularly check-in with the class to solicit additional
ideas/suggestions for these activities. One student from the group will also be assigned to
summarize/present these discussions to the remainder of the group during our next in-class
meeting. Yes, participation in these discussions/activities are mandatory and you must pass the
online component of the course to pass the course. I will not only provide a general grading
rubric but I will also frequently join your discussions/activities with further
questions/comments/directions in order to facilitate meaningful dialogue.
** A few specific due dates and times during each online week will also be provided with the grading
rubric in order to assure that the “discussions” do not all happen during the final day of the online week.
The intention for this participation is that it is ongoing and thoughtful rather than sudden and crammed.
We’ll talk about this more in class.
3. Observation Paper. Historically, the day program has required PSYC 2025 students to report
observations made over the course of a one-hour visit to the Early Childhood Center (ECC) and to reflect
on their experience. The observation of children’s behaviors in naturalistic settings is one of the more
powerful tools we have in describing and ultimately understanding developmental phenomena. However, it
is more than likely that we will not be utilizing the ECC for this assignment due to the limited schedules of
availability for evening/weekend students in this department. Instead, we will be creating an assignment
that honors the spirit of applying the observational method to core concepts in human lifespan development
that works with people’s schedules/interests. This paper will be 4-6 double-spaced pages. You will receive
more information on this assignment later in the semester. (Points still to be determined).
4. Interview Paper. The goal of this paper is to bring course material to life through its application to ‘real life’
situations and stories. Your assignment will be to do a one-hour interview with someone in your life (at
least over the age of 12) and then to write a paper analyzing the interview data through the lens of course
material. This paper will be 4-6 double-spaced pages. A more detailed description and grading criteria will
be provided during the first few weeks of class. (Points still to be determined).
5. Group Presentation. The goal of this presentation (currently scheduled for our last in-class meeting) is to
assess your ability to think critically, work collaboratively, and integrate course material across multiple
sources and topics. Your assignment will be to choose one stage of the lifespan (e.g., Adolescence),
identify a problem associated with this stage, and develop 3 possible interventions for this problem based
on course material and a few outside sources. Some time in class will be provided to work in your small
groups (3-4 people), but you will also be strongly encouraged to utilize the online discussion boards based
on your own availability for work on this project. A more detailed description along with grading criteria will
be provided during the first few weeks of class. (Points still to be determined).
6. Final Exam? We are required to have some sort of final exam/project/assignment for the semester. This
will likely be a combined cumulative quiz (i.e., the same format as all previous quizzes but a bit longer, 2025 items) as well as a written component for you to integrate your learning experiences from the course as
well as the group presentation. Further instructions will be provided later in the semester. (Points still to be
determined).
** Psychology Major/Minor? Save your papers! You may need them for your senior portfolio.
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Grading
The following tables show how I will evaluate your performance in this course. Please let me know if you have
concerns or questions about your grade – the earlier the better. I want you to succeed in this course and I will
do everything I can to help you meet your goals. Also, I strongly recommend the services of the O’Neill Center
for Academic Development for assistance with time management, writing, and studying for exams.
Grades in this course will be based on points. You will receive points for all of the assignments listed in the
table below. Your final grade will be the sum of your total points divided by the total points for the course. If you
would like to discuss or dispute a grade, I am happy to have an honest and respectful dialogue with you before
making my final decision about the grade. See the policy section for information about late work.
Required Assignments
In-class participation
Online participation (quizzes, disc, etc…)
Observation paper
Interview paper
Group Presentation
Final Exam
Total points
Points
Grading Scale
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A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D+ 67-69%
D 60-66%
** Scores below 60 are failing (F)
Class and University Policies
Attendance & Participation
I expect you to attend class and be on time. I also expect that you fully engage in the online portion of this
class on the weeks that we do not meet in person. The weeks that we do not meet in person will be referred to
as “online weeks” NOT “off weeks.” It is important that all students approach the online weeks with as much
energy, focus and seriousness as our face-to-face weeks. The workload will not be lighter. The online
environment is meant to be a continuation and expansion of our work together. I advise you to participate as
actively as you are comfortable so that there is a seamless flow of pacing and energy between our face-to-face
and online weeks. If you choose not to attend class or engage in the online weeks without previously
discussing it with me, I will not provide you with notes, handouts, announcements, or any other materials that
you missed. You should get these materials from another willing classmate instead. Also, if you are late to
class you are responsible for getting the information you missed from a classmate. If you are going to miss
class for a legitimate reason (illness, family emergency, car trouble, etc.) you must contact me as soon as
possible to discuss how to make up what you will be missing. I expect that you will contact me before classes
and/or online weeks start for any and all of these reasons.
Late Work
Late work will not be accepted unless you and I discuss the parameters and create a plan before it’s due.
Extra Credit
One extra credit assignment will be allowed during the semester where you can earn up to 10 points. This
assignment is optional and will be due on the last day of class (May 18th). Further details about the assignment
will handed out in class during the first half of the semester.
Incompletes
A grade of incomplete is given only when unusual circumstances deem it appropriate. Ordinarily, such
circumstances would involve matters that are not wholly within your control (e.g. illness, family stress, death of
a loved one, etc.). If you wish to receive an incomplete, you must complete a Petition for Incomplete Grade
form (available online) no later than the last day of the term in which course requirements are due. You must
be making satisfactory progress in the course and you must have completed 75% of the course at the time the
petition is filed. Incompletes are awarded at the instructor’s discretion. If granted, the normal deadline for
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completion of the work is no more than 8 weeks after the last day of classes. If you complete the course
requirements in the time allotted, the instructor will submit the final grade by the deadline. If you think you
might want an incomplete in this class, please talk to me as soon as possible so we can make a plan.
Classroom Conduct
Preparation and Participation
I expect you to come to class prepared, meaning that you will have read the assigned course materials and
completed the necessary assignments. I also expect you to participate in class and in the online format to the
best of your ability. I try to make this class as interactive as possible, but I can only do this with your help.
Cell Phones
Cell phones are not to be used during class, and this includes texting. If you need to take a call, step outside.
Please show respect for everyone else in the room.
Personal Computers
Computers should be used in class to enhance your learning; they should not be used for other purposes. If I
notice people using computers for non-school related activities I will ask people to put them away. Please let
me know if you are distracted by another student’s computer use. We all deserve the right to learn in a
respectful environment.
Disruptive Behavior
Any student who is behaving in a way that disrupts the learning of other students will be asked to leave the
classroom. Please let me know if another student’s behavior is getting in the way of your learning and I will do
my best to mediate the situation.
Academic Integrity
The Psychology Department has a zero tolerance policy regarding plagiarism in written assignments.
Consult Le guide for the St. Catherine University Academic Integrity Policy. Make special note of plagiarism.
Also, feel free to use the Publication Manual of the American Psychological Association, available for your use in
the library. I encourage you to consult with your classmates regarding the content of your papers (e.g., what
things to include, how to sequence the material, etc.). However, you are solely responsible for writing your
papers. Plagiarism (including two students submitting papers with identical or nearly identical prose passages)
will result in zero credit for the assignment. (Note that according to APA style, citing the author and date of a
reference does not give you permission to copy material from this source verbatim or that is a close paraphrase
of the original. Also note that direct quotes must be accompanied by a page citation as well as the author and
publication date. Please see “Added Notes on Plagiarism” in the lab manual.) Please familiarize yourself with
what constitutes plagiarism. When in doubt, err on the side of caution. Own your own ideas and words and give
credit where it is due. Ignorance of the rules is not an acceptable excuse for breaking them. I welcome any
and all questions you may have about this!
Accommodations
My goal for this course is to create a learning environment that is usable, equitable, inclusive and welcoming. If
there are aspects of this course that result in barriers to your learning, please let me know and contact
Resources for Disabilities at the O’Neill Center (651-690-6563). If you have a letter from this office indicating a
need for accommodations, please present the letter to me so I can appropriately facilitate your learning in this
course. I welcome any conversations about health or disability concerns, even if you are not registered with the
O’Neill Center.
Student Mental Health
College life can be stressful and there may be times when you feel overwhelmed with the expectations and
responsibilities placed upon you. Sometimes feeling stressed and overwhelmed can get in the way of students
being able to fully concentrate and participate in class. Please let me know if there is anything I can do to
support your mental health and/or contact the counseling center on campus for additional help. The St.
Catherine University Counseling Center is located in 330 Derham Hall and their phone number is 651-6906805.
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Spring 2013 Class Schedule and Due Dates
Sections
Days
Agenda
Saturday, February 9th
Introductions
Theories & Heredity
1
Chapters 1-3
Feb 11th – Feb 17th
ONLINE WEEK
Prenatal-2 years
Saturday, February 23rd
Chapters 4-7
2
Feb 25th – Mar 3rd
ONLINE WEEK
Saturday March 9th
Early Childhood
Chapters 8-10
3
Mar 11th – Mar 17th
Saturday March 23rd
ONLINE WEEK
Middle Childhood
Chapters 11-13
4
Mar 25 – 31
Spring Break!
th
st
Saturday, April 6th
5
---------------Adolescence
Chapters 14-16
Apr 8th – Apr 14th
ONLINE WEEK
Emerging Adulthood
Saturday, April 20th
Chapters 17-19
6
Apr 22nd – Apr 28th
ONLINE WEEK
Adulthood
Saturday, May 4th
Chapters 20-22
7
May 6th – May 12th
ONLINE WEEK
Late Adulthood / Death & Dying
Saturday, May 18th
Chapters 23-25 & Epilogue
8
Final Exams Week
To be determined
Submitted online
This syllabus and schedule will be adapted as necessary.
Due Dates