Psychology 230: Fridays
Course
Lifespan Development
Semester
Faculty
Title
Office Hours
Phone
E-Mail
Dates
Credit Hours
Spring 2015
Gretchen Warren
Professor
Thurs. 10:00-1, Fridays 3-4 by appointment & online Mon./Wed. 1-4 or by appointment in Rm. 316 SP3
540-834-1959
GWarren@germanna.edu or gwlw_1999@yahoo.com
Fridays, 9-11:45 PM
3
1.Introduction
Course Description: The course is designed to teach major concepts, theoretical perspectives, experimental
findings, and historical trends in developmental psychology.
Textbook: Denise Boyd and Helen Bee, Lifespan Development. 7th edition, Pearson, 2012.
Additional Resources:
Adele Faber and Elaine Mazlish, How to Talk so Kids will Listen and Listen so Kids will Talk.
Darrell Huff, How to Lie with Statistics.
David Shapiro, Neurotic Styles.
John Bradshaw, Healing the Shame that Binds You.
Stephen Covey, The Seven Habits of Highly Effective People.
Publication Manual of the American Psychological Association. 6th Edition, American Psychological
Association, 1994.
Educational Philosophy: My intention is to create and foster an interesting and active learning environment
where students can explore learning concepts, theories, and applied concepts. Students are encouraged to work
collaboratively through the learning process and to respect each student's contributions to the learning
environment.
Learning Outcomes: The learning objectives include understanding a variety of psychological concepts. More
specifically, we will critically examine the following:
 the science of Psychology and Lifespan Development
 recognize methods of inquiry that lead to scientific knowledge
 distinguish between causal and correlational relationships
 research methods and research based studies
 development in regards to physiological, cultural, gender, age and social influences
 social ties
 developmental stages as described by a variety of researchers, and
 case studies.
Course Assessment: Small and large group activities, response papers, discussions of case studies, class and
individual activities. All writing must be textually supported. This class is reading and writing intensive.
Assessment of learning will be determined by using the following:
1. Group Response: Students will work in groups and complete group assignment.
2. Mid-term and Final Exams: Students will complete two examinations.
3. Two Observations: Students will do field work and examine specified case studies.
4. Presentations: Students will present one of their observations.
Comprehensive writings are required. Group work will require a summary of the group’s thoughts with
supporting information. Also, two observation writings are required. Grammar and spelling are an important
part of communicating in any discipline and will be a part of the comprehensive writing grade.
Group Response papers are two-fold; individual discussion board entries and a group paper to be turned in via a
hard copy in class will constitute your grade. Your group is encouraged to experiment with what you have read
and learned specifically from the concepts, ideas, and/or objectives from the week’s reading assignments. Your
group is also encouraged to research what you have learned from the textbook and in class. Please consider
using time outside of class to organize with your group. Group assignments will be done randomly and change
with each response. The directions are as follows: Our Discussion Board will facilitate the week-long group
work. The group will discuss the topic in class and via Discussion Board. Your discussion board entry must
be a scholarly paragraph, well written, and must include at least one properly cited reference. As a group,
write a 2-3 page paper answering the groups’ question. Make sure to include at least one source to
support the groups’ work (the text book is fine, .org and/or .edu). Important for the final group paper:
Remember to answer the question completely, support your answer, offer a “group voice,” and then
expand/apply to real-life (critical thinking by applying knowledge to real-life situations). The individual
discussion board entries and a group paper constitute 2 parts of the Group Response assignment. Both parts
must be completed to receive a grade. These are 25% of your grade.
Two observational writings are required. They should be typed, 12 pitch and 2 full pages (no more, no less).
A hard copy must be turned in on the day due. Another digital copy must be uploaded to Safe Assign on
the day due. Both observational writings should include an introduction, discussion, analysis, and a conclusion.
We will discuss the exact layout expected during class. The purpose of the observational writings is to
encourage you to examine psychology objectively. Each of the observational writings will count for 10% of the
term grade.
On one of last few days of class, you will present one of your observational writings. The presentation should be
at least 3 minutes and no more than 8 minutes (the presentations are timed and part of the grade will reflect
the 3-8 minute window). The presentation will count for 15% of the term grade. If there is an area you would
like to research, you must get prior permission from the professor. The research must be a. practical, b. based on
data, and c. developmentally-oriented.
There will be two exams. Each exam will count for 15% of the term grade.
Class attendance and participation are essential. Students are required to read all assignments prior to class and
be prepared to discuss and apply the material during class discussions, activities, and exercises. Class attendance
and participation will count for 10% of the term grade.
Extra Credit: Throughout the course there will be opportunities for extra-credit. In the past, students have been
offered a variety of choices. The choices depend on classroom & text discussions. The credit will be added to
the mid-term or the final exam grade.
Grading: Test scores, written assignments, class participation, and a presentation will determine grades. All
written work will be graded for proper grammar and spelling as well as content and a show of critical thinking.
The writing assignment should follow a standard APA format, unless otherwise discussed in class.
All work must be hand delivered to the instructor unless special arrangements are made prior to the submission
date. No late work will be accepted. Final breakdown of the grade is as follows:
Midterm Exam
Final Exam
Group Responses
Observations
Presentation
Class Participation
Total
15%
15%
25%
20%
15%
10%
100%
The midterm exam will cover all assigned readings and class discussion for Chapters 1-10. The final exam will
be cumulative and take-home.
The following will be used to assign course letter grades:
90-100
A
80-89
B
70-79
C
60-69
D
0-59
F (or two or more unexcused absences)
Making Up a Missed Exam:
Only extraordinary circumstances warrant a student being allowed to make up an exam. It is the student’s
responsibility to contact the instructor before the scheduled exam.
In the process of determining whether a make-up exam should be allowed, the burden of proof is on the student.
The instructor has the right to request verification of any excuse offered by the student.
Late Submission of Course Materials: If an assignment is due on a day that the student is not present, it is the
student's responsibility to get the assignment to the instructor on the due date. No late work will be accepted.
Schedule: Our class schedule will be up-dated as needed. The syllabus may change over the course of the
semester.
Classroom Rules of Conduct:
 Class participation is expected and will form a part of the final grade.
 Students are expected to attend all classes and be on time.
 Students are required to read all material assigned prior to class and apply the material during class
discussions, activities, and exercises.
 The student is responsible for providing the instructor with justification for an excused absence, either prior
to or immediately after the absence.
 Cell phones are now an integral part of our modern-day experience. However, cell phone use is prohibited in
the classroom. Before coming to class, put cell phones on “Silent” or turn them off for the duration of class.
 Students must be responsible for planning ahead and meeting deadlines.
 Students will conduct themselves in a professional manner at all times.
 Students are expected to respect other students' opinions and values, even if they disagree with those
opinions and values.
 There should only be one person talking at a time. Side bar conversations will not be tolerated.
II. Communicating with the Instructor
Office hours are posted on page 1 of this syllabus. Emailing is acceptable. If you would like to schedule a time
to meet with the instructor, please email and offer two or three options. With each email, put the course and
meeting day in the email’s subject line. GCC policy gives the instructor 48 hours to respond back. For this class,
the response time may be less.
III. College Information and Class Policy
Important Dates
Classes Begin
Last Day to Add
MLK Day (College Closed)
Last Day to Drop with Refund
College Learning Day (No Classes)
Student Success Day
Last Day to Withdraw Without Academic Penalty
Jan 12
Jan 17
Jan 19
Jan 29
Feb 10
Mar 11
Mar 23
Spring Break Mar 16-22 (No Classes)
Classes End
Final Examinations
Mar 16-22
May 6
May 7-13
Course Plan for College Closing:
When the college’s closing impacts our class time, the instructor will send out an email with instructions. Please
make sure to check your GCC email regularly.
Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary
responsibility for being academically honest, students are advised to read and understand all sections of this
policy relating to standards of conduct and academic life.
Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of
the source, the use of another's idea without acknowledging the source, the submission of a , laboratory report,
project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing.
Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting
system.
1. The instructor may excuse absences for valid reasons, but missed work must be made up within the
semester/term of enrollment.
2. Work missed through unexcused absences must also be made up within the semester/term of
enrollment, but unexcused absences may carry further penalties.
3. In the event of three consecutive unexcused absences in a semester/term of enrollment, the student will
receive a failing grade.
4. An “Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a
course.
IV. Tentative Course Activities and Assignments
Course Topic/Dates/Assignments:
Dates
Week 1
January 16
Week 2
January 23
Week 3
January 30
Chapters
In-class Activities
Introductions, Schedule,
and Video
Assignment: Chapters 1& 2
Finish “In the Womb”
Discuss Chapters 1&2
Discuss Chapters 3& 4
Observation Q/A
Exams and Assignments Due for next class
Assignment: Chapters 3 & 4
Group Response:
Group 1) p. 9 Critical Analysis #2,
Group 2) p. 28 Critical Thinking # 3,
Group 3) p.44 Critical Thinking #4,
Group 4) p. 78 Critical Thinking # 5,
Group 5) “Should pregnant women who use
illicit drugs be prosecuted?"
Group 6) p.102 Critical Thinking # 3
Group Response and Paper:
Group 1) p. 9 Critical Analysis #2,
Group 2) p. 28 Critical Thinking # 3,
Group 3) p.44 Critical Thinking #4,
Group 4) p. 78 Critical Thinking # 5,
Group 5) “Should pregnant women
Chapters 5 & 6
who use illicit drugs be prosecuted?"
Group 6) p.102 Critical Thinking # 3
Week 4
February 6
Chapters 5 & 6
Week 5
February 13
First Observational
No Class
Week 6
February 20
First
Observation
due today
(Hard copy in
class
and Safe
Assign)
Chapters 7 & 8
Group Response :
Group 1) p.166 Critical Thinking #5,
Group 2) p.175 You Decide,
Group 3) p. 201,You Decide
Group 4) p. 207 Critical Thinking #5.
Group 5) Are child support policies fair to
noncustodial fathers?
Group 6) Describe Bronfenbrenner’s theory
on the Ecological Model. Then from your
group’s discussion, apply the theory to at
least one “real life example.
Assignment: Chapters 9 & 10
Study for Mid-Term
Week 7
February 27
Chapters 9 &10
Assignment: Chapters 9 & 10
Study for Mid-Term
Study for Mid-term Exam: Oct. 10
Mid-Term Exam
Assignment: Chapters 11 & 12
Group Response :
Group 1) p.291 Critical Thinking #4,
Group 2) p. 271 Critical Thinking #5,
Group 3) p. 298 Critical Analysis #1 &2,
Group 4) p.311 You Decide
Group 5) p. 317 Critical Thinking
Group 6) Should marijuana be legalized in the
US for 18 year olds? Why or why not?
Week 8
March 6
Mid-Term
Exam
Week 9
March 13
Assignment: Chapters 7 & 8
Group Response :
Group 1) p.166 Critical Thinking #5,
Group 2) p.175 You Decide,
Group 3) p. 201,You Decide
Group 4) p. 207 Critical Thinking #5.
Group 5) Are child support policies fair to
noncustodial fathers?
Group 6) Describe Bronfenbrenner’s theory on
the Ecological Model. Then from your group’s
discussion, apply the theory to at least one “real
life example.”
Assignment: Chapter 9 &10
First Observational Assignment: Observe a
child around 24 months of age and his/ her
parent/guardian interacting. Try to refrain from
being an active participant. Make notes (mental
or physical about the conversation). From the
interaction you observed, how do you describe
each person’s involvement? Be specific and use
examples. Now describe at least 2 parts or
“moments in time” when the interaction seemed
particularly interesting. How would theoretical
perspectives fit the situation you observed?
Sign-up to meet with instructor for
2nd half of class next week
Group Response :
Group 1) p.291 Critical Thinking #4,
Group 2) p. 271 Critical Thinking #5,
Group 3) p. 298 Critical Analysis #1 &2,
Group 4) p.311 You Decide
Group 5) p. 317 Critical Thinking
Group 6) Should marijuana be legalized in
the US for 18 year olds? Why or why not?
Instructor/Student Meetings 2nd half
of class (2nd Observation Topic)
Week 10
March 20
Spring Break
No class
Group Response :
Week 11
March 27
Chapters 11 &12
Week 12
April 3
No class
No class
Week 13
April 10
Chapters 13 &14
Group Response :
Group 1) p. 327 You Decide
Group 2) p. 328,Critical Thinking #4,
Group 3) p. 330 Reflection,
Group 4) p.355 You Decide,
Group 5) p. 361, Critical Thinking,
Group 6) p.382, Critical Thinking #5.
Assignment: Chapter 15 & 16
Week 14
April 17
No Class
No Class
Discussion Board
Discussion Board
Observation #2 Due next week (Hard copy
Week 15
April 24
2nd Observation
Chapters 15 & 16
Case Study
Week 16
May 1
Finish Chapters
Nun Study
Case study
Pick up Final Exam/ Case Studies
Presentations Begin
Prepare for Presentations
Week 17
May 8
Final Exam Due
Finish Presentations
Have a fun & safe summer! 
Group 1) p.291 Critical Thinking #4,
Group 2) p. 271 Critical Thinking #5,
Group 3) p. 298 Critical Analysis #1
&2,
Group 4) p.311 You Decide
Group 5) p. 317 Critical Thinking
Group 6) Should marijuana be
legalized in the US for 18 year olds?
Why or why not?
Assignment: Chapters 13 & 14
Assignment: Chapters 13 &14
Group Response :
Group 1) p. 327 You Decide
Group 2) p. 328,Critical Thinking #4,
Group 3) p. 330 Reflection,
Group 4) p.355 You Decide,
Group 5) p. 361, Critical Thinking,
Group 6) p.382, Critical Thinking #5.
Second Observational Assignment: In either,
consider gender, age, cultural background
and social ties. Choose one of the following 1)
1) Interview a person at least 70, one at least
40, one at least 30 and one 18 to 25. Explore
each person’s view of aging, 2) 1) Interview a
person at least 70, one at least 40, one at least
30 and one 18 to 25.. Explore each person’s
view of dying, or 3) Observe three distinctly
different age groups interacting with their
peers. Then choose a developmental theory to
explain your observations. Be specific. Due
April 24.
and Safe Assign)
Due (Hard copy
and Safe
Assign)
Group Responses:
Group Response #1:
Group 1) p. 9 Critical Analysis #2,
Group 2) p. 28 Critical Thinking # 3,
Group 3) p.44 Critical Thinking #4,
Group 4) p. 78 Critical Thinking # 5,
Group 5) “Should pregnant women who use illicit drugs be prosecuted?" Consider state and federal laws.
Group 6) p.102 Critical Thinking # 3
Group Response #2:
Group 1) p.166 Critical Thinking #5,
Group 2) p.175 You Decide,
Group 3) p. 201,You Decide
Group 4) p. 207 Critical Thinking #5.
Group 5) Are child support policies fair to noncustodial fathers? Consider state and federal laws.
Group 6) Describe Bronfenbrenner’s theory on the Ecological Model. Then from your group’s discussion, apply the theory
to at least one “real life example.”
Group Response # 3:
Group 1) p.291 Critical Thinking #4,
Group 2) p. 271 Critical Thinking #5,
Group 3) p. 298 Critical Analysis #1 &2,
Group 4) p.311 You Decide
Group 5) p. 317 Critical Thinking
Group 6) Should marijuana be legalized in the US for 18 year olds? Why or why not? Consider state and federal laws.
Group Response #4:
Group 1) p. 327 You Decide
Group 2) p. 328,Critical Thinking #4,
Group 3) p. 330 Reflection,
Group 4) p.355 You Decide,
Group 5) p. 361, Critical Thinking,
Group 6) p.382, Critical Thinking #5.