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DEP 2004 Developmental Psychology of the Life Span
3 Credit Hours; Class # 171, Class # 2096
INSTRUCTOR:
Name: Professor Stephanie Hare-Hudak, M.A.
Contact Information: To email instructor through MyCourses: go to and click on our PSY 171/ 2096 course. Then click on the Course Content Tab. Then click “email instructor.”
Or you can email me directly at: Hare-Hudak.Stephanie@spcollege.edu
Please allow up to 24 business hours for an emailed response
Office Hours/Instructor Availability: M/W: 10:00am-11:am, T/R: 12:15-1:15 pm,
Appointments are recommended
Office Location: TBA
Instructor Web Page:
4611-820a-baae70a3dbdc&v=work
ACADEMIC DEPARTMENT:
Dean of Social Sciences: Dr. Joseph Smiley
Department Chair: Ms. Anja Waters Norman
Office Location: Clearwater Campus
Office Number: ES 313B
Link to Social Science Website: htpp://spcollege.edu/socialsciences
MEETING INFORMATION:
Course Location: ES303, Clearwater Campus (M/W Section)
ES113, Clearwater Campus (T/R Section)
Meeting Days and Times: Monday and Wednesday 11:00 am-12:15 pm,
Tuesday and Thursday 11:00 am-12:15 pm
COURSE INFORMATION:
Developmental Psychology of the Life Span Course Description: This course is a study of human development from conception to death. Emphasis is on the ongoing changes, which result from the interaction of inherited and environmental factors, and on the uniqueness of the individual. The course examines the ways in which age, gender, ethnicity and race affect development. This course has a substantial writing requirement.
The link for the course description can also be located on the following page:
Course Goals: The primary goal of this course is student success in developing an understanding of the biosocial, cognitive, and psychological contributions of human development across the lifespan.
Course Objectives:
1. The student will acquire knowledge of the nature of human development throughout the life span.
2. The student will acquire understanding of the principles of development.
3. The student will acquire understanding of the theories and models of human development.
4. The student will acquire knowledge of the effects of genetic and environmental influences on human development
throughout the life span.
5. The student will acquire understanding of the periods and the aspects of the life span development.
6. The student will acquire knowledge of the methodology used in the student of life span development.
Prerequisites (Course & Skill Set): PSY 1012
REQUIRED TEXTBOOK & OTHER RESOURCE INFORMATION:
Required Text, Publisher Information: Berger, K. S. (2014). Invitation to the life span (2nd ed.). New York: Worth Publishers.
ISBN Number: 978-1-4641-7205-2 (paperback)
Link for Textbook Website:
OR you can use the earlier addition listed below:
Berger, K. S. (2010). Invitation to the life span. New York: Worth Publishers.
ISBN Number: 978-07167-5466-4 (paperback)
Link for Textbook Website:
Library: .
IMPORTANT DATES:
Course Dates: 1/9/2017- 5/5/2017
Drop/Add: 1/13/2017
Withdrawal Date: 2/9/2017
Financial Aid:
DISCIPLINE SPECIFIC INFORMATION:
The classroom(s) ES303 and ES113 Clearwater Campus will be utilizing computer technology and hands on learning in order to understand and conceptualize Development Psychology theories and disciplines. These practices will aid students in applying and enhancing their understanding of the developmental psychology discipline while learning how to utilize these tools into professional practice.
ATTENDANCE:
The college-wide attendance policy is included in the Syllabus Addendum . The policy notes that each instructor is to exercise professional judgment and define “active participation” in class (and therefore “attendance”), and publish that definition in each syllabus. For this class, attendance is defined as regular attendance while also being an active participant in the classroom and completing all coursework assignments in a timely fashion, and with your utmost effort and capabilities.
Students may not miss more than four unexcused absences from this course. If the student misses more than four classes they will receive an incomplete in the class and should contact the instructor in order to determine how the student can best complete the course in a successful manner. If the student chooses to not actively rectify these concerns they will recent a grade of WF. If you are completing this course for the third time and attempt to withdraw from this course you will receive a WF on your transcript.
If you should become ill throughout this course or have an emergency that prevents you from attending class, please notify the instructor ASAP in order to make other arrangements. You are responsible to obtain additional notes and handouts provided from class.
GRADING:
Student’s total points scored on the following will determine your final grade:
Additional hand-outs will be provided with further instruction on each assignment
3 Chapter Exams (100 points each) 300 points
Guided Autobiography 150 points
Guided Biography 150 points
Lifespan Group Presentation 150 points
Parenting Style Paper 150 points
Song Reflection Paper 50 points
Participation 50 points
1000 points total
There are opportunities for extra credit points throughout the semester, which may include an in class presentation, papers, book assignment, etc. Additional information will be discussed throughout the semester regarding extra credit opportunities.
The student’s final grade in this course is determined from their total accumulated points:
A = 900 – 1000 points (90 - 100%)
B = 800 – 899 points (80 - 89.9%)
C = 700 – 799 points (70 - 79.9%)
D = 600 – 699 points (60 - 69.9%)
F = 0 – 599 points (0 – 59.9%)
ASSIGNMENTS:
1. Chapter Exams- Each exam will comprise of several chapter(s) you are required to read
throughout the semester. There will be a review session before each exam so students have the ability to ask follows up questions or clarifications on what each exam will cover. All examinations will consist of 50 multiple-choice questions, each question is worth 2 points. It is recommended that student’s complete practice questions throughout the course in order to familiarize themselves with the types of multiple-choice questions that will arise on each exam. In the beginning of class, once a week the instructor will provide a few sample questions for the entire class to answer in order to get into the “exam frame of mind.” Exams are not meant to put stress on students but are a measurement tool utilized to understand how each student comprehends the class material. (
2. Guided Autobiography- Students will be asked to complete a 10 page paper that expands on each life cycle the student has encountered throughout their lifetime, as well as speaks to where they hope to see themselves throughout stages of life they have yet to encounter. This paper should be comprehension and must include descriptions of each life stage from our class textbook as well as one additional reference related to the life span.
3. Guided Biography- Student’s will complete a 10 page biography paper that consists of the student(s) interviewing a person who is at the later stages of the lifespan. This paper should also include a description of each life stage as well as information regarding what the interviewee encountered throughout these stages.
4. Lifespan Group Presentation- Student’s will be assigned to groups and asked to complete a presentation breaking up each lifespan stage that has been created by a specific psychologist (i.e. Erikson, Freud, etc.). Students are able to make this presentation as creative as they would like. It is strongly encouraged to incorporate various videos, diagrams, visual images, and displays. Five additional references are required, which can include scholarly articles or journals that have been written in the past five years.
5. Parenting Style Paper- Student’s will be asked to complete a 5 page paper that speaks to what type of parenting style they experienced growing up or the type of parenting style they employ as a parent currently. Student’s must describe the type of parenting style in a scholarly way while providing examples of how the parenting style they have experienced were effective and/or ineffective. In addition 3 scholarly references should be included and can include our class textbook.
6. Song Reflection Paper- Student’s will be provided an example in class regarding a client and their various life experiences. It is the student’s task to find a different song for each stage the client has completed and how it relates to the experiences they have provided to the therapist. It is advised that the songs chosen for each stage is appropriate and do not include any vulgar language. If the song is found to contain vulgar language it is the student’s responsibility to edit the song appropriately before attaching the various lyrics to the paper assignment.
7. Participation- In order to fully grasp the course content it is strongly advised that each student participate throughout each class. Please respect your peers throughout this process while also providing scholarly debate and discussion regarding the topics covered in class. Participation points will be deducted if student(s) are not present in class on a weekly basis unless there is an excused absence granted.
STUDENTS’ EXPECTATIONS AND INSTRUCTOR’S EXPECTATIONS
Students are asked to respect the classroom environment, which can include classroom dialogue with faculty and other students. Topics covered in this course will become personal at times and it is necessary for all students to have a circle of trust and confidentiality when speaking to various aspects of the life span. Discrimination in any way is absolutely not tolerated in this classroom. It is also important to note that team work within group presentations will be necessary and is important to note various leadership skill and styles each group member may bring to the presentation and should be respected throughout the task.
If plagiarism is expected the student will be immediately notified of this concern and will speak with the instructor and will result in a 0% on the given assignment. For further information regarding additional actions SPC may take in a case regarding plagiarism can be found here:
Limited computer use will be tolerated in the classroom. If a student requires the use of a computer it may only be utilized when faculty is completing a chapter presentation. Limited use of cell phones is requested. If there is an emergency and a cellphone is needed please consult the faculty before class in order to be made aware of the situation. Cell phones are not permitted throughout the lecture period and should be placed on silent.
When students communicate via online, information can/will be saved, stored, and referenced so it is encouraged to write respectfully and professionally when communicating with faculty and other students.
STUDENT SURVEY OF INSTRUCTION:
The student survey of instruction is administered in courses each semester. It is designed to improve the quality of instruction at St. Petersburg College. All student responses are confidential and anonymous and will be used solely for the purpose of performance improvement.
SIGNATURE PAGE:
I have read, understand, and agree to abide fully by the parameters set in this syllabus and Syllabus Addendum.
Student Signature: Date:
The instructor has the right to alter the syllabus and course assignments at any time. Students will be notified of any additional changes and will be provided a copy of the addendum to the initial syllabus. [pic]
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