PLO2_MasterSyllabus_PSY2210
eTROY
[<*****This is a Psychology Assessment Program Learning
Objective Course. There are two Common Assignments, Rubrics
for Assessment, these assignments must be submitted and
assessed using LiveText*****>]
Course Number: PSY 2210
Course Title: DEVELOPMENTAL PSYCHOLOGY
Semester Hours: 3
Pre-requisite(s): NONE
INSTRUCTOR INFORMATION
<***** Information should include your name, title, mailing address (if applicable), contact
phone numbers, TROY email address. *****>
INSTRUCTOR EDUCATION
<***** Provide a list of your earned degrees here or refer students to your Blackboard Web
site. *****>
Approved Delivery Models:
Indicate ALL approved delivery models for this course (e.g., face-to-face, live
interactive teleconferencing, live-to-tape, on-line).
CATALOG DESCRIPTION:
A study of human development across the life-span with emphasis on psychosocial, physical,
emotional, and cognitive changes.
STUDENT LEARNING OBJECTIVES (SLOs, approved by the UPCC 2012):
Upon successful completion of this course, students will be able to:
1) Compare the roles of nature and nurture in development. [APA 1.2.d(1)]
2) Describe the scientific, research-based foundations of life-span development. [APA 1.2(4);
5]
3) Explain the influence of socio-cultural context on development (NYT assignment) [APA
1.2(4); 5.4; 8.2, 8.3, 8.6]
4) Explain the relative importance of individual differences in development. (Relevance
assignment) [APA 1.2(4); 9.2]
5) Describe the developmental sequences in physical, socioemotional, and cognitive areas,
and their interactions during each period of development. (Relevance Assignment) [APA
1.1.a.; 1.2(4); 7]
6) Identify and describe applied examples of development. (NYT assignment, Relevance
assignment) [APA 4.4; 7.1)]
7) Explain different research methods used by psychologists and evaluate the
appropriateness of conclusions derived from psychological research. [APA 2.2, 2.3, and
3.1; Common Assignments]
PLO2_MasterSyllabus_PSY2210
8) Demonstrate effective writing skills and application of APA style. [APA 6.2, 6.3, 6.4, and
7.1; Common Assignments]
Note: Individual locations may add Goals and Objectives that align with the Catalog
Course Description that meet the unique needs of the local student population.
TEXTBOOK(S) AND/OR OTHER MATERIALS NEEDED
Belsky, J. (2010). Experiencing the lifespan (2nd ed.). Publisher: Worth. ISBN 10:
1-4292-
1950-5; ISBN 13: 978-1-4292-1950-1
NOTE: ALL STUDENTS TAKING THIS COURSE ARE REQUIRED TO PURCHASE LIVETEXT
– BASIC LEVEL (APPROX $98). LiveText may be purchased via LiveText
(https://www.livetext.com/), from the bookstore, or MBS for online students.
The textbook provider for the eTROY of Troy University is MBS Direct. The Web site for
textbook and other material purchases is http://www.mbsdirect.net/Index.htm
[<***** Note to faculty: If not noted, please consult the Master Textbook List for
the approved textbook(s) for this eTroy course. The Master Textbook list may be
obtained from Dana Bush (dbush@troy.edu) or at the Troy University Psychology
Program Livetext. All psychology faculty -especially those who will be teaching one
of the Psychology Designated Assessment courses - are expected to have a free
LiveText account – contact Marci Shirley to open your account at mshirley@troy.edu.
The Psychology LiveText site has resources for onground and online faculty. If you
have further questions, please consult the Psychology Curriculum Committee
Facilitator, Karena T. Valkyrie at upccfacilitator@troy.eduor kvalkyrie@troy.edu
>****]
Note: Identify at least one and no more than three appropriate textbooks for this
course. Textbooks not on the Master List cannot be used until approved by a
committee of discipline specialists comprised of representatives from all campuses
offering this course. Selections must be current (within 5 years) unless the text is
approved as a seminal text in the field. This committee will review texts regularly.
Other Materials:
(e.g. Blue books, computer diskettes, art supplies, etc.) Indicate if no additional
materials are required .
Content:
Brief outline of TOPICS to be covered during the semester/term
Method of Instruction:
Brief Description of teaching modalities (e.g., lecture, group discussions,
presentations, etc.)
Laboratory Experiences – If They Apply:
Specify required clinical and laboratory experiences and the length, evaluation,
documentation procedures, placement arrangements, and student population
requirements, etc.
PLO2_MasterSyllabus_PSY2210
Course Requirements:
The requirements of the course are as follows:
1.
2.
3.
4.
5.
Attend class meetings.
Read assigned material.
Participate in class discussions or discussions via internet (online course)
Complete all exams.
Complete any homework assignments
Note: Individual locations may add Requirements necessary to meet the unique
needs of the local student population.
METHOD OF EVALUATION
<***** Insert breakout of how grades will be determined, including weighting used. *****>
[<*****Note: The following two common assignments (each worth at least 10% of
the final course grade) must be given. These are used for measurement purposes
during the 2012-2014 academic year. In addition, LiveText must be used by students
and faculty.
COMMON ASSIGNMENTS DESCRIPTION:
Developmental psychology is a basic and applied area of knowledge, and this course reflects
this. The two required assignments are opportunities to apply some of what you learn in this
class to the real world beyond the classroom.
1. The New York Times (NYT) Assignment
Common Assignment One for PLO 2 – PSY 2210
The goals of this activity are to (1) help students find a current applied example of the course
content, (2) make this class more interactive, (3) add current international (each of us lives in
an international context) content to this class, and (3) promote reading as enjoyable and
educational. This is one of two UPCC Common Assignments approved for PSY 2210, the
representative course for Program Learning Objective 2. This required assignment has two
steps, which are described below.
Troy University provides free copies of the New York Times (NYT) to students. In addition, the
NYT maintains a website, www.nytimes.com, where articles can be located.
FIRST, STEP ONE
1. Choose a topic in developmental psychology that interests you.
2. Find, read, and write about one article in a recent (published within the current term
or semester) issue of the New York Times (NYT) newspaper.
3. Write a summary of your article (at least 100 words), explain how it is an applied
example of developmental psychology (at least 100 words), and share this information
(along with a copy of your article or a direct link to it) with the class on our Blackboard
course site in the NYT Discussion Board Forum located in the Discussion Board area.
4. You are to visit two other posts made by your colleagues and discuss their posts.
5. See due date in your Course Schedule.
THEN, STEP TWO:
1. Write a 2-3 page paper (a minimum of 500 words), save it in MS-Word, and submit
it via LiveText and Blackboard (if Blackboard is requested by your instructor).
2. This paper will include the work you posted on the NYT Discussion Forum.
3. In addition, use your textbook as another source of information.
PLO2_MasterSyllabus_PSY2210
YOUR PAPER SHOULD INCLUDE:
1. An introductory paragraph,
2. A description of your topic (use your textbook as a source of information),
3. A summary of the NYT article and an explanation of the connection between your topic
and article (i.e., in what ways does the information in the article provide an example
of your topic), and
4. A concluding paragraph. In addition, write about the socio-cultural and international
context inherent in your NYT article.
5. Upload this assignment via LiveText and Blackboard (if Blackboard is
required by your instructor) by the due date identified in your course
schedule. Designated Common Assignments not submitted to LiveText will
not be graded.
USE BASIC APA 6TH ED STYLE MANUAL FOR YOUR PAPER:
1.
2.
3.
4.
5.
6.
7.
8.
9.
12-point Times New Roman font, double-space, and one-inch margins on each side.
Include in-text citations for your sources based on APA 6th Ed Style Manual
A separate APA style references page in APA 6th Ed Style Manual
Make sure that each of your references (textbook, newspaper article) is cited in your
text.
Conversely, each citation in your text must have a corresponding reference.
You can find detailed information on APA style on our Blackboard course site.
Your submitted paper will consist of the title page, 2-3 pages of text, and a references
page at minimum.
A rubric is located in the syllabus. This rubric provides you with grading
expectations/assessment criteria. Assessment points and grading points may differ.
Adhere to the College of Education’s plagiarism guidelines included in this syllabus.
2. THE FINDING RELEVANCE ASSIGNMENT
Common Assignment Two for PLO 2 – PSY 2210
Discuss in what ways a topic, concept, or theory discussed in class relates to your academic
major or area of interest (such as career, personal development). This goal of this assignment
is to help you make connections between course content and real world experience, by making
developmental psychology more relevant and understandable. These connections can be
made by using information from a variety of sources, such as the internet (YouTube, other
web sites) news, books, other classes, and research articles. Copies of articles you use must
be attached to your paper (print screen, pdf, copied and pasted into an appendix). In
addition, include accurate links to web sites you use in your reference page.
FIRST, STEP ONE:
1. Choose a theory or topic in developmental psychology and describe that theory or
concept, it may come from any chapter in your textbook.
2. As you identify this topic for discussion, make sure you include information from your
textbook as well as from at least one other professional source (i.e., a professional,
peer-reviewed journal, a reliable, well-vetted website, such as CDC, APA).
3. Think about what you’ve learned about this topic and make a balanced interpretation
or comment (avoiding opinion), use your external resources and the book material to
influence your input.
4. Use appropriate citations and references based upon APA 6th Ed. Style Manual
THEN, STEP TWO:
1. Write a 2-3 page paper (a minimum of 500 words), save it in MS-Word, and submit
it via LiveText and Blackboard, if Blackboard is requested by your instructor.
2. This paper will include the material from your textbook and your “professional” site.
3. In addition, use your textbook as another source of information.
PLO2_MasterSyllabus_PSY2210
YOUR PAPER SHOULD INCLUDE:
6. An introductory paragraph,
7. A description of your developmental theory or topic (use your textbook and external
professional source(s) as a source of information),
8. A section that includes your personal interpretation of the connections between
material and sources (avoid opinions, use the material),
9. A concluding paragraph,
10. Upload this assignment via LiveText and Blackboard (if Blackboard is
required by your instructor) by the due date identified in your course
schedule. Designated Common Assignments not submitted to LiveText will
not be graded.
USE BASIC APA 6TH ED STYLE MANUAL FOR YOUR PAPER:
10.
11.
12.
13.
14.
15.
16.
17.
18.
12-point Times New Roman font, double-space, and one-inch margins on each side.
Include in-text citations for your sources based on APA 6th Ed Style Manual
A separate APA style references page in APA 6th Ed Style Manual
Make sure that each of your references (textbook, newspaper article) is cited in your
text.
Conversely, each citation in your text must have a corresponding reference.
You can find detailed information on APA style on our Blackboard course site.
Your submitted paper will consist of the title page, 2-3 pages of text, and a references
page at minimum.
A rubric is located in the syllabus. This rubric provides you with grading
expectations/assessment criteria. Assessment points and grading points may differ.
Adhere to the College of Education’s plagiarism guidelines included in this syllabus.
ACADEMIC MISCONDUCT:
Students should refer to the Standards of Conduct section of the Oracle, the student
handbook, for policies regarding misconduct. Students who engage in academic misconduct
may receive a grade of "F" for the course. Your work may be submitted to an on-line
plagiarism detection service. Cheating, plagiarism, or knowingly furnishing false information
to the University constitutes academic misconduct, and disciplinary procedures specified in the
Student Handbook will be followed.
Plagiarism Policy
The College of Educations adopted the following plagiarism policy as of December 2010 and
the College of Education defines plagiarism as:

Three consecutive words that are not common professional language used from
another source without quotation

Rephrasing another author's words without appropriate citation

Using another author's ideas or data without appropriate citation

Submitting another author's or student's writing as one's own

Directly quoting a source without using appropriate APA or MLA style (whichever is
required by the instructor) citation to show that it is a direct quote.

Intentionally taking information from a source and not giving appropriate credit
Students who commit plagiarism will be subject to disciplinary actions as outlined in The
Oracle for Academic Misconduct and violation of the Honor Code. The Standards of Conduct
PLO2_MasterSyllabus_PSY2210
and Disciplinary Procedures define university procedures in these matters. Students have the
right to request consideration by the Student Services Conduct Board.
Consequences for plagiarism in (course number) are as follows: {*NOTE TO
FACULTY*: This is where faculty will outline consequences for plagiarism in any
assignment/assessment/activity in (course prefix and course number) as follows:
Penalty/Failure can only be applied to the assignment. Only in situations where the
assignment is critical to successful completion of the course may the faculty fail the
student for the course.}
eTROY STUDENT EXPECTATIONS
As an online learner with Troy University you are expected to:
Meet all appropriate deadlines – from the application process to the course assignment
deadlines to preparing for graduation there are deadlines every step of the way that have
been established to make the process easier for students to achieve their goals. It is the
student’s responsibility to meet all appropriate deadlines. Routinely review the eTROY
Academic Calendar and adhere to the deadlines. Start with completing your official application
documents within the first term to meeting graduation intent deadlines.
TROY E-MAIL
All students were required to obtain and use the TROY e-mail address that is automatically
assigned to them as TROY students. All official correspondence (including bills, statements, emails from instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu)
address.

All students are responsible for ensuring that the correct e-mail address is listed
in Blackboard by the beginning of Week #1. E-mail is the only way the instructor
can, at least initially, communicate with you. It is your responsibility to make sure a valid
e-mail address is provided. Failure on your part to do so can result in your missing
important information that could affect your grade.
Your troy.edu e-mail address is the same as your Web Express user ID following by
@troy.edu. Students are responsible for the information that is sent to their TROY e-mail
account. You can get to your e-mail account by logging onto the course and clicking “E-mail
Login”. You will be able to forward your TROY e-mail to your GoArmyEd e-mail account. You
must first access your TROY e-mail account through the TROY e-mail link found on the Web
site. After you log in to your TROY e-mail account, click on “options” on the left hand side of
the page. Then click on “forwarding.” This will enable you to set up the e-mail address to
which you will forward your e-mail.
Be sure to read your email and keep all correspondence with Troy staff and faculty for
future reference.
Go through the orientation – the orientation for both undergraduate and graduate online
learners has been designed to assist students to have a successful educational experience with
their online programs. Information on how to access Blackboard and other learning tools are
included in the orientation along with valuable resources on how to learn in the online
environment.
Make sure that your computer meets the technical requirements and that you have
adequate Internet connection. Students must have access to a working computer that they
have administrator rights on and access to the Internet. Students can use University computer
labs, a public library, etc. to access the Internet but some courses may require the ability to
download course related software.
PLO2_MasterSyllabus_PSY2210
Make sure you are ready for online learning – eTROY works on nine week terms. Does
your learning style match an accelerate course pace? Do you have the time to dedicate to an
interactive course? eTROY courses are not self-paced courses, you must meet all the timelines
established by the instructor and participate in all activities assigned.
Read your academic catalog – your academic catalog is your “bible” for your online degree
program. Please familiarize yourself with your degree program. The undergraduate and
graduate catalogs can be found online at http://www.troy.edu/catalogs/. Pay close attention
to admission
eTROY COURSES AT TROY UNIVERSITY POLICIES AND PROCEDURES
All eTROY courses at Troy University utilize Blackboard Learning System. In every eTROY
course, students should read all information presented in the Blackboard course site and
should periodically check for updates—at least every 48 hours.
TROY E-MAIL
All students were required to obtain and use the TROY e-mail address that is automatically
assigned to them as TROY students. All official correspondence (including bills, statements, emails from instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu)
address.
• All students are responsible for ensuring that the correct e-mail address is listed in
Blackboard by the beginning of Week #1. E-mail is the only way the instructor can, at
least initially, communicate with you. It is your responsibility to make sure a valid e-mail
address is provided. Failure on your part to do so can result in your missing important
information that could affect your grade.
Your troy.edu e-mail address is the same as your Web Express user ID following by
@troy.edu. Students are responsible for the information that is sent to their TROY e-mail
account. You can get to your e-mail account by logging onto the course and clicking “E-mail
Login”. You will be able to forward your TROY e-mail to your GoArmyEd e-mail account if
applicable. You must first access your TROY e-mail account through the TROY e-mail link
found on the Web site. After you log in to your TROY e-mail account, click on “options” on the
left hand side of the page. Then click on “forwarding.” This will enable you to set up the e-mail
address to which you will forward your e-mail.
STUDENT/FACULTY INTERACTION
Interaction will take place via e-mail, telephone, discussion board forums, comments on
written assignments and office visits (if needed and possible).
• The student will participate in this course by following the guidelines of this syllabus and any
additional information provided by the instructor, the eTROY center at Troy University, or Troy
University itself.
• The student is expected to remain in regular contact with the instructor and class via e-mail
or other communications means, by participating in the discussion forums, submitting
assignments and taking exams, all in a timely fashion.
• TROY requires instructors to respond to students’ e-mail within 24 hours Mon-Thur, and 48
hours Fri-Sun.
TECHNOLOGY REQUIREMENTS
Students must have:
• A reliable working computer that runs Windows XP or Windows Vista.
• A TROY e-mail account that you can access on a regular basis (see "TROY e-mail" above)
• E-mail software capable of sending and receiving attached files.
• Access to the Internet with a 56.6 kb modem or better. (High speed connection such as
cable or DSL preferred)
PLO2_MasterSyllabus_PSY2210
• A personal computer capable of running Netscape Navigator 7.0 or above, Internet Explorer
6.0 or above or current versions of Firefox or Mozilla. Students who use older browser versions
will have compatibility problems with Blackboard.
• Microsoft WORD software. (I cannot grade anything I cannot open! This means NO MSWorks, NO WordPad, NO WordPerfect)
• Virus protection software, installed and active, to prevent the spread of viruses via the
Internet and e-mail. It should be continually updated! Virus protection is provided to all Troy
students free of charge. Click on the following link
https://it.troy.edu/downloads/virussoftware.htm and then supply your e-mail username and
password to download the virus software.
TECHINICAL SUPPORT CENTER
If you experience technical problems, you should contact the Blackboard Online Support
Center. If you can log onto the course simply look at the top of the page. You will see an icon
entitled, “Need Help?” If you click on this icon, you will see the information below.
For assistance with Blackboard, Wimba, Remote Proctor, and other online tools, please go to
http://helpdesk.troy.edu and submit a ticket. The Educational Technology team is available
8:00 a.m. to 8:00 p.m. seven days a week to support your technical needs. For instructions on
submitting a ticket, please click here.
NON-HARASSMENT, HOSTILE WORK/CLASS ENVIRONMENT
Troy University expects students to treat fellow students, their instructors, other TROY faculty,
and staff as adults and with respect. No form of “hostile environment” or “harassment” will be
tolerated by any student or employee.
ADAPTIVE NEEDS (ADA)
Troy University recognizes the importance of equal access for all students. In accordance with
the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, the
University and its Adaptive Needs Program seeks to ensure that admission, academic
programs, support services, student activities, and campus facilities are accessible to and
usable by students who document a qualifying disability with the University.
Reasonable accommodations are available to students who:
• are otherwise qualified for admission to the University
• identify themselves to appropriate University personnel
• provide acceptable and qualifying documentation to the University.
Each student must provide recent documentation of his or her disability in order to participate
in the Adaptive Needs Program. Please visit the Adaptive Needs Website @
http://www.troy.edu/ecampus/studentservices/adaptiveneeds.htm to complete the necessary
procedure and forms. This should be accomplished before the beginning of class.
HONESTY AND PLAGIARISM
The awarding of a university degree attests that an individual has demonstrated mastery of a
significant body of knowledge and skills of substantive value to society. Any type of dishonesty
in securing those credentials therefore invites serious sanctions, up to and including
suspension and expulsion (see Standard of Conduct in each TROY Catalog). Examples of
dishonesty include actual or attempted cheating, plagiarism*, or knowingly furnishing false
information to any university employee.
*Plagiarism is defined as submitting anything for credit in one course that has already been
submitted for credit in another course, or copying any part of someone else’s intellectual work
– their ideas and/or words – published or unpublished, including that of other students, and
portraying it as one’s own.
Proper quoting, using strict APA formatting, is required, as described by the instructor. All
students are required to read the material presented at:
http://troy.troy.edu/writingcenter/research.html
PLO2_MasterSyllabus_PSY2210
• Students must properly cite any quoted material. No term paper, business plan, term
project, case analysis, or assignment may have no more than 20% of its content quoted
from another source. Students who need assistance in learning to paraphrase should ask the
instructor for guidance and consult the links at the Troy Writing Center.
• This university employs plagiarism-detection software, through which all written student
assignments are processed for comparison with material published in traditional sources
(books, journals, magazines), on the internet (to include essays for sale), and papers turned
in by students in the same and other classes in this and all previous terms. The penalty for
plagiarism may range from zero credit on the assignment, to zero in the course, to expulsion
from the university with appropriate notation in the student’s permanent file.
LIBRARY SUPPORT
The Libraries of Troy University provide access to materials and services that support the
academic programs. The address of the TROY Global Campus Library Web site, which is for all
Global Campus and eTROY students, is http://uclibrary.troy.edu. This site provides access to
the Library's Catalog and Databases, as well as to links to all Campus libraries and to online or
telephone assistance by Troy Library staff. Additionally, the Library can also be accessed by
choosing the "Library" link from the University's home page, http://www.troy.edu.
FACULTY EVALUATION
In the eighth week of each term, students will be notified of the requirement to fill out a
course evaluation form. These evaluations are completely anonymous and are on-line. Further
information will be posted in the Announcements section in Blackboard.
HOW TO LEARN ONLINE
Troy University eTROY is designed to serve any student, anywhere in the world, who has
access to the Internet. All eTROY courses are delivered through the Learning System.
Blackboard helps to better simulate the traditional classroom experience with features such as
Virtual Chat, Discussion Boards, and other presentation and organizational forums.
In order to be successful, you should be organized and well motivated. You should make sure
you log in to our course on Blackboard several times each week. Check all “announcements”
that have been posted. Start early in the week to complete the weekly assignment. You should
also go to the Discussion Board early in the week and view the topic and question/s for the
group discussion exercise. Make your “initial” posting and participate in the discussion. Begin
reviewing for the exams early in the term. Do not wait until the last minute and “cram” for
these exams. You should review the material frequently, so you will be prepared to take the
exams.
eTROY CONTACT
Whether you’re experienced at taking online courses or new to distance learning, we’re here to
help you succeed in your online education. If you have general questions about eTROY
programs, courses, policies, services or other university-wide topics, please visit the eTROY
web site @ http://www.troy.edu/etroy; call 1-800-414-5756, or ASK TROY.
Additional Services:
AMERICANS WITH DISABILITIES ACT: Students with disabilities, or those who
suspect they have a disability, must register with the Disability Services Coordinator in
order to receive accommodations. Students currently registered with the Disability
Services Office are required to present their Disability Services Accommodation Letter to
each faculty member at the beginning of each term. If you have any questions, contact
the Disability Services Coordinator.
ABSENCE POLICY:
In registering for classes at the university students accept responsibility for attending
scheduled class meetings, completing assignments on time, and contributing to class
discussion and exploration of ideas.
PLO2_MasterSyllabus_PSY2210
In severe cases of inclement weather or other emergency conditions, the Office of Executive
Vice Chancellor and Provost will announce cancellation of classes through the local and
regional media as well as through the University’s web site.
Any specific penalties for unexcused absences or “tardies” should be
included here.
College of Education
Psychology Program
As a department of faculty and students dedicated to the Knowledge, Skills, Values, that are
the Learning Goals for Undergraduate Psychology Majors, posited by American Psychology
Association (APA)*, we strive to help students reach the following learning goals and develop
the values associated with the science and application of psychology.
1. Students will demonstrate familiarity with the major concepts, theoretical
perspectives, and empirical findings, and historical trends in psychology.
2. Student will understand and apply basic research methods in psychology.
3. Students will respect and use critical and creative thinking, skeptical inquiry, and the
scientific approach to solve problems related to behavior and mental processes.
4. Students will understand and apply psychological principles to personal, social, and
organizational issues.
5. Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect
other values that are the underpinnings of psychology as a discipline.
6. Students will demonstrate information competence and the ability to use computers
and other technology for many purposes.
7. Students will be able to communicate effectively in a variety of formats
8. Students will recognize, understand, and respect the complexity of sociocultural and
international diversity.
9. Students will develop insight into their own and other’s behavior and mental processes
and apply effective strategies for self-management and self-improvement.
10. Students will emerge from the major with realistic ideas about how to implement their
psychological knowledge, skills, and values in occupational pursuits, in a variety of
settings.

Retrieved April 2011 from http://www.apa.org/ed/precollege/about/psymajorguidelines.pdf; PDF document available for download.
Rubric for New York Times assignment:
Task Category
APA Style:
appropriate
application (i.e.,
margins, font,
etc.),
appropriate
citation of
sources (student
paraphrases and
Exceptional
(90 – 100%)
Above Average
(80-89%)
Average
(70 – 79%)
Below Average
(69% or less)
4
3
2
1
Student
demonstrated a
mastery of APA
style; paper was
well organized
and
substantiated;
paper was well
written
Student
demonstrated an
above average
understanding of
APA style; some
citation or
structure errors
were present;
some
Student
demonstrated
a basic
understanding
of APA style
(e.g., margins
may be
appropriate,
but citations,
Student did not
demonstrate an
understanding of
APA style, errors
of font, citations,
and structural
problems hinder
reading of paper.
PLO2_MasterSyllabus_PSY2210
Task Category
Exceptional
(90 – 100%)
Above Average
(80-89%)
Average
(70 – 79%)
Below Average
(69% or less)
4
3
grammatical
problems
2
where
required, were
not accurate);
grammatical
problems are
more visible.
1
Identification
and explanation
of a topic from
developmental
psychology was
exceptional
Identification and
explanation of a
topic from
developmental
psychology was
above average
Identification
and
explanation of
a topic from
developmental
psychology was
average
Topic from
developmental
psychology was
not identified
and/or the
explanation was
below average
Provided an
exceptional
current “real
world” example
of the chosen
topic (NYT),
summary, and
explanation,
included a copy
of the article,
and posted
these on the
provided
discussion
forum
Provided an
above average
current “real
world” example of
the chosen topic,
summary, and
explanation,
included a copy of
the article, and
posted these on
the provided
discussion forum
Provided an
average
current “real
world” example
of the chosen
topic,
summary,
and/or
explanation,
included a copy
of the article,
and posted
these on the
provided
discussion
forum
Did not provide a
current “real
world” example
of the chosen
topic, summary,
or explanation,
the provided
example had no
relation to the
chosen topic,
and/or the article
was not posted
on the provided
discussion forum
knows how to
use direct
quotes);
appropriate
mechanical
structure
(grammar,
spelling, etc.)
APA
6.2
6.3
6.4
7.1
7.1
SLO
8
Topic from
developmental
psychology
identified and
explained
APA
1.2(4)
1.3
SLO
1
2
3
Applied example
of the chosen
topic provided
(NYT),
summarized,
explained, and
posted on the
course
blackboard site.
APA
3.1
3.2
PLO2_MasterSyllabus_PSY2210
Task Category
Exceptional
(90 – 100%)
Above Average
(80-89%)
Average
(70 – 79%)
Below Average
(69% or less)
4
3
2
1
Demonstrated
exceptional
knowledge of
the sociocultural
and
international
context inherent
in the chosen
NYT article
Demonstrated
above average
knowledge of the
sociocultural and
international
context inherent
in the chosen NYT
article
Demonstrated
average
knowledge of
the
sociocultural
and
international
context
inherent in the
chosen NYT
article
Demonstrated no
or below average
knowledge of the
sociocultural and
international
context inherent
in the chosen
NYT article
Demonstrated
exceptional
connections
between the
chosen topic
and the
textbook
Demonstrated
above average
connections
between the
chosen topic and
the textbook
Demonstrated
average
connections
between the
chosen topic
and the
textbook
Demonstrated
below average
connections
between the
chosen topic and
the textbook
4.1
4.2
6.3
6.4
SLO
6
Demonstrate
knowledge of the
sociocultural and
international
context inherent
in the chosen
NYT article
APA
8
SLO
3
5
Clear
connections
made between
the chosen topic
and the textbook
APA
7.1
SLO
6
Rubric for Relevance assignment:
PLO2_MasterSyllabus_PSY2210
Task Category
APA Style:
appropriate
application (i.e.,
margins, font,
etc.),
appropriate
citation of
sources
(student
paraphrases and
knows how to
use direct
quotes);
appropriate
mechanical
structure
(grammar,
spelling, etc.)
Exceptional
(90 – 100%)
Above Average
(80-89%)
Average
(70 – 79%)
Below Average
(69% or less)
4
3
2
1
Student
demonstrated a
mastery of APA
style; paper was
well organized
and
substantiated;
paper was well
written
Student
demonstrated an
above average
understanding of
APA style; some
citation or
structure errors
were present;
some grammatical
problems
Student
demonstrated a
basic
understanding
of APA style
(e.g., margins
may be
appropriate,
but citations,
where
required, were
not accurate);
grammatical
problems are
more visible.
Student did not
demonstrate an
understanding of
APA style, errors
of font, citations,
and structural
problems hinder
reading of paper.
Identified a
topic, concept,
or theory from
class and
provided an
exceptional
explanation
Identified a topic,
concept, or theory
from class and
provided an above
average
explanation
Identified a
topic, concept,
or theory from
class and
provided an
average
explanation
Did not provide a
topic, concept,
or theory from
class or provided
no or a below
average
explanation
Provided an
excellent
discussion of
ways in which
the chosen topic
related to the
student’s
Provided an above
average
discussion of ways
in which the
chosen topic
related to the
student’s
Provided an
average
discussion of
ways in which
the chosen
topic related to
the student’s
A discussion was
not provided,
was below
average, or the
provided
discussion was
not related to
APA
6.2
6.3
6.4
7.1
SLO
8
Topic, concept,
or theory from
class identified
and explained
APA
1.2(4)
1.3
SLOs
3.1
3.2
4.1
4.2
6.3
6.4
Discuss in what
ways your
chosen topic,
concept, or
theory relates to
your academic
major or area of
PLO2_MasterSyllabus_PSY2210
Task Category
interest, and
add your own
input
Exceptional
(90 – 100%)
Above Average
(80-89%)
Average
(70 – 79%)
Below Average
(69% or less)
4
academic major
or area of
interest
3
academic major or
area of interest
2
academic
major or area
of interest
1
the student’s
academic major
or area of
interest
Excellent
connection made
between the
chosen topic,
concept, or
theory;
information from
the textbook;
and real world
experience from
one other source
Above average
connections made
between the
chosen topic,
concept, or
theory;
information from
the textbook; and
real world
experience from
one other source
Average
connections
made between
the chosen
topic, concept,
or theory;
information
from the
textbook; and
real world
experience
from one other
source
No or below
average
connections
made between
the chosen topic,
concept, or
theory;
information from
the textbook;
and real world
experience from
one other source
APA
3.1
3.2
4.1
4.2
6.3
6.4
SLO
6
Clear
connections
made between
the topic,
concept, or
theory;
textbook
information;
and real world
experience from
one other
source
APA
7.1
SLO
6