1 Angelo State University PSY 6347 Life-Span Development Psychology fall, 2015 James Forbes, PhD ANGELO STATE UNIVERSITY Department of Psychology, Sociology, and Social Work
2 Course & Number PSY 6347 COURSE TITLE Life-Span Development Psychology CREDITS Three Semester Credit Hours (3-0-0) Online Class: Meets completely online using Blackboard PREREQUISITE COURSES Graduate Status FACULTY JAMES FORBES, PhD Office: Academic 204B Phone: (325) OFFICE HOURS MTWRF 9:00-10:00 am & 11:00 am to noon; or by appointment COURSE DELIVERY This is an online course offering. The course will be delivered via the Blackboard Learning Management System. The course site can be accessed at COMMUNICATION This course will be taught entirely on-line. We will not meet in person, unless you choose to visit me in my campus office. Consequently, much responsibility for learning about Life-Span Developmental Psychology and its applications rests with you. I will give you a schedule of events (viz., readings, applications, discussion topics, exams, other assignments, and due dates); you will have to ensure that you keep pace with the schedule. If you manage your time effectively and focus your interests and energy on the course objectives, you will fare well in this on-line course. Your challenge is to make Life-Span Developmental Psychology and its applications more immediate and relevant to your professional and personal goals. Your informed imagination, your curiosity about the world, and your conscientious effort will allow you to derive a meaningful experience. I will typically respond to your questions posted on Bb or sent via and/or telephone messages within 24 hours during working hours Monday through Friday. Weekend and holiday questions messages may not be returned until the next school day.
3 ONLINE COURSE ISSUES This course will be taught entirely on-line. We will not meet in person, unless you choose to visit me in my campus office. Consequently, much responsibility for learning about Life-Span Developmental Psychology and its applications rests with you. I will give you a schedule of events (viz., readings, applications, discussion topics, exams, other assignments, and due dates); you will have to ensure that you keep pace with the schedule. If you manage your time effectively and focus your interests and energy on the course objectives, you will fare well in this on-line course. Your challenge is to make Life-Span Developmental Psychology and its applications more immediate and relevant to your professional and personal goals. Your informed imagination, your curiosity about the world, and your conscientious effort will allow you to derive a meaningful experience. COURSE DESCRIPTION & GOALS This course reviews current thinking about social, emotional, physical, and cognitive development throughout the life span as well as hereditary and environmental influences on development. This online course will add to your understanding of life-span development, give you experience in proposing applied empirical research, help you become an informed consumer of empirical research, and further your professional development. You will have additional readings on specific topics to give you greater depth of understanding in areas of particular interest with the MS Applied Psychology Program (viz., improving health, increasing safety, improving education, increasing prosperity, enhancing decision making, promoting democratic principles, and informing public policy). COURSE OBJECTIVES You will have opportunities to: 1. Develop specific skills, competencies, and points of view needed by professionals in fields related to this course. 2. Learn to apply course material to improve thinking and address practical problems. 3. Learn to analyze and critically evaluate ideas, arguments, and points of view. 4. Develop skill in expressing ideas and arguments in writing. You will be able to: Student Learning Outcomes
4 LEARNING OUTCOMES 1) Evaluate a variety of psychological, developmental, and empirical findings from psychological research along with their applications, especially in developmental contexts. CORRESPONDING ASSESSMENTS s; Discussion Boards; Applied Empirical Proposal 2) Apply psychological research findings, methods, and concepts to understand developmental, personal, and professional issues. s; Discussion Boards; Applied Empirical Proposal; Exams 3) Write a proposal for addressing an applied developmental issue important to you, using published behavioral science research. Applied Empirical Proposal REQUIRED TEXTS AND MATERIALS Sigelman, C.K., & Rider, E.A. (2014). Life-Span Human Development 8 th edition. Belmont, CA: Wadsworth/Cengage Learning. This book is available at the bookstore. But of course you may purchase or rent the books elsewhere (viz., online). Plan on having the book by the first week of the semester. You will be unable to complete any of the exams and many of the assignments without the Sigelman textbook. OTHER REQUIRED MATERIALS Computer with MAC or Windows Operating System High Speed Internet Access Webcam (recommended) Refer to Angelo State University s Distance Education website for further technology requirements: EVALUATION AND GRADES Course grades will be dependent upon completing course requirements and meeting the student learning outcomes.
5 Final course grades will be calculated as follows: Course Grade = Average Exam Score (40%) + Applied Empirical Proposal (25%) + Score (20%) + Discussion Board Score (15%). The grading scale for the course will be as follows: Letter Grade Percentage Grade A % B 80-89% C 70-79% D 60-69% F Below 60% ASSESSMENT/ACTIVITY PERCENT OF TOTAL GRADE Applied Empirical Proposal 25% Exams (3 exams) 40% s 20% Discussion Board _ 15% TOTAL COURSE GRADE 100% TEACHING STRATEGIES Students are expected to be active learners. It is a basic assumption of the instructor students will be involved (beyond the materials and lectures presented in the course) discovering, processing, and applying the course information using peer-review journal articles, researching additional information and examples on the Internet, and discussing course material and experiences with their peers. METHODS OF ASSESSING LEARNING OUTCOMES Learning outcomes will be assessed via one empirical applied research proposal, weekly discussion posts, a variety of assignments, and four exams. 1. Applied Empirical Proposal (25% of your course grade). You will write a proposal addressing an applied life-span development issue after reviewing published psychology research. To help you with your proposal, we will discuss applications of psychology findings and methods, as well as details of drafting an empirical proposal. Your proposal should be organized according to the format posted under Proposal Format. The proposal will be written in APA style and should not exceed 6 pages in length. The proposal will count as 25% of your course grade and will be due at the end of the semester.
6 2. Exams (40% of your course grade). There will be three exams, which you will be taking online using Respondus LockDown Browser software. Links to all exams will be posted on our course Bb site under Assessments. Each exam will count as 13.33% of your final grade. Examination format will be mostly multiple choice questions with a few short answer questions about your chapter and other supplemental readings. The exams will be non-cumulative; each one will cover the material immediately preceding it. No make-up exams will be given. More information about testing procedures is posed on our course Bb site under Respondus LockDown Browser. BlackBoard Location: All Exams will be posted under the Exams tab on BlackBoard. Exams will be accessible only during the posted exam dates. Respondus LockDown Browser. All exams must be accessed with software called Respondus Lockdown Browser (RLB). This software is already loaded in computer labs on campus, but if you want to take tests from other locations, you will need to download the software onto the computer where you take the test. The Respondus LockDown Browser software is located on Blackboard. Go to your Bb "Support" tab. Scroll down to the bottom of the page and click the "Download LockDown Browser" link. Follow the download instructions. 3. s (20% of your course grade). Weekly assignments will be posted under the s tab. Instructions for completing the assignments can be found under the Weekly Sessions tab. submission links can be accessed via the s tab or a Course Link under the assignment s respective weekly session. Some of these assignments will help you learn skills needed to design and disseminate an empirical research proposal. Other assignments will help you relate developmental topics to your own experiences and give you an opportunity to construct or reveal your own beliefs about life-span development and its applications. s will be graded using a 5-, 10-, 15, or 20-point scale, where a 5, 10, 15, and 20 are the highest scores obtainable. Your assignment score will be the proportion of the total points you obtain. At the very end of the semester, I will sum your assignment scores, evaluate the class assignment score distribution, then assign assignment grades that reflect the difficulty of the exercise. The highest total assignment scores will receive an "A," the next group of scores will receive a "B," and so on. Hence, your assignment grade will be based on your performance relative to your peers-not to some arbitrary standard of excellence. Your assignments grade will count as 20% of your final course grade.
7 4. Discussion Boards (15% of your course grade). Discussion forums posted on the discussion board include: applied proposal, assignments, exams, as well as course administration topics. I will add forums as we progress through the semester. You must regularly contribute as a participant in these discussion forums throughout the semester. Participating in the discussion forums will help you relate topics from the Life-span Development Psychology to your own experiences. Thinking about forum topics will help you examine your own beliefs about lifespan development. Reflecting on others posts, and posting your thoughts about these issues may help you clarify and enrich you thinking. Your discussion forum contributions account for 15% of your grade. The highest scores will be awarded to those who make insightful comments or responses at regular intervals throughout the semester. Echoing others' opinions and comments made only at the very end of the discussion forum due date or only at the end of the semester will be awarded the lowest scores. Blackboard Location: Discussion board forums are posted under the Discussion Boards tab on Blackboard. Each forum will have availability dates posted during with time the forum will be open and accessible. Date Wk. Topic s/activities/due Dates August Course Orientation Welcome! Getting Started Module & Module 1 Sigelman & Chapters 1, 3 DUE August 25 by 11:59 PM* Review START HERE page Review Course Syllabus and ASU Honor Code. Select Mark Reviewed to agree to terms of the course and ASU s policies and access course content. Post to Self-Introduction discussion board Complete and Submit: Read the Syllabus DUE August 26 Original Posting to Group Discussion Board: Nature vs Nurture DUE August 29 Peer Responses to Group Discussion Board: Nature vs Nurture DUE August 30 Complete and Submit: Chapter 1: Research Design & Methods Review: Experimental Module 2 August 31 2 Sigelman & DUE September 2
8 September 6 Chapters 4, 5 Complete and Submit: Chapter 1: Research Design & Methods Review: Non-Experimental DUE September 3 Complete and Submit : Chapter 4: Optimizing Prenatal Development DUE September 4 Original Posting to Group Discussion Board: Time to Rein in Big Soda? DUE September 6 Peer Responses to Group Discussion Board: Time to Rein in Big Soda? September 7 September September Labor Day Holiday 3/4 Sigelman & Chapter 7 Proposal Module 3 DUE September 10 Complete and Submit: Chapter 7: Piagetian Constructs Review DUE September 14 Complete and Submit Applied Empirical : Applying Psychology's Findings & Methods to the Public September Sigelman & Chapters 8, 9 Proposal DUE September 20 Complete: Exam 1 Opens: September 14 at 8 AM Closes: September 20 at 11:59 PM Covers: Chapters 1, 3, 4, & 5 Format: 110 Multiple Choice Questions Time: 4 Hours, Attempts: 2 Module 4 DUE September 24 Complete and Submit: Chapter 8: Memory & Information Processing Original Posting to Group Discussion Board: Applied Empirical Proposal Topic Selection DUE September 27 Peer Responses to Group Discussion Board: Applied Empirical Proposal Topic Selection
9 September 28 October 4 6 Proposal Module 5 DUE September 30 Original Posting to Group Discussion Board: The Righteous Mind October October /8 Sigelman & Chapter 13 Proposal DUE October 3 Peer Responses Group Discussion Board: The Righteous Mind DUE October 4 Complete and Submit Applied Empirical : Searching Journals for Relevant Peer-Reviewed Research Module 6 DUE October 7 Complete and Submit : Chapter 11 Self, Personality, and One s Identity Sigelman & Chapter 11 DUE October 9 Original Posting to Group Discussion Board: People are Experience Goods DUE October 11 Complete and Submit Applied Empirical : Asking an Empirical Question, Naming & operationalizing variables DUE October 13 Peer Responses Group Discussion Board: People are Experience Goods DUE October 15 Original Posting to Group Discussion Board: Does personality change after the age of 30? DUE October 18 Peer Responses Group Discussion Board: Does personality change after the age of 30? Module 7
10 October October 26 - November 1 November 2-8 November November /10 Proposal Sigelman & Chapters 12, Sigelman & Chapters 15,16 12/13 Proposal DUE October 25 Complete and Submit Applied Empirical : Reviewing the Literature: Part II DUE November 1 Complete: Exam 2 Opens: at 8 AM on October 25 Closes: at 11:59 PM on the November 1 Covers: Chapters 7, 8, 9, & 13 Format: 110 Multiple Choice Questions Time: 4 Hours, Attempts: 2 Module 8 DUE November 3 Original Posting to Group Discussion Board: Are Contemporary Adults Overlooking the Importance of Marriage as Part of Successful Development? DUE November 5 Peer Responses Group Discussion Board: Are Contemporary Adults Overlooking the Importance of Marriage as Part of Successful Development? DUE November 6 Original Posting to Group Discussion Board: Is attention deficit disorder (ADD/ADHD) a legitimate medical condition that affects childhood behavior? DUE 8 Nov Peer Responses Group Discussion Board: Is attention deficit disorder (ADD/ADHD) a legitimate medical condition that affects childhood behavior? Module 9 DUE November 15 Complete and Submit Applied Empirical : First Paragraph and Outline of Applied Empirical Proposal November 16-4 Dec November November 30 December 7 14 Continue to work on Applied Empirical Proposal Fall Break! Thanksgiving Holiday! 15/16 Complete Proposal/Final Examinations Module 10 DUE December 4 Complete and Submit Applied Empirical : Applied Empirical Proposal DUE December 7
11 Complete: Exam 3 Opens: at 8 AM on December 3 Closes: at 11:59 PM on December 11 Covers: Chapters 11, 12, 14, 15, 16 Format: 110 Multiple Choice Questions Time: 4 Hours, Attempts: 2 * all due times are 11:59 pm CST, unless otherwise specified GENERAL POLICIES RELATED TO THIS COURSE All students are required to follow the policies and procedures presented in the following documents: Angelo State University Student Handbook located on the ASU website Handbook.pdf, STUDENT RESPONSIBILITY & ATTENDANCE ON-LINE: This class is an asynchronous, meaning you do not have to be on-line at a certain time. There are readings which you will have to complete to be able to adequately participate in individual and group assignments. In order to complete this course successfully, you do have to participate in all course activities i.e. discussion boards, course projects, assignments, etc. Students are expected to engage in course activities and submit work by due dates and times. The hope is that students will make substantive contributions which reflect integration of assigned materials as well as any outside readings as appropriate. Scholarly contribution is an expectation. For planning purposes, this class will probably require a minimum of 6-9 study hours per week on average. LATE WORK OR MISSED ASSIGNMENTS POLICY Due dates and times for assignments are posted in the course schedule. Late assignments are not accepted without my prior approval. I may deduct points for late assignments that are accepted past the original due date. ACADEMIC HONESTY Academic honesty is expected on all work. Students are expected to maintain complete honesty and integrity in their online experiences. Any student found guilty of any form of dishonesty in academic work is subject of disciplinary action and possible expulsion from ASU. The Department of Psychology, Sociology, and Social Work adheres to the academic honesty statement as set forth in the Angelo State University Student Handbook ( ) The University "faculty expects all students to engage in all academic pursuits in a manner that is above reproach and to maintain complete honesty and integrity in the academic experience both in and out of the
12 classroom setting and may initiate disciplinary proceedings against a student accused of any form of academic dishonesty, including but not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials." PLAGIARISM Plagiarism at ASU is a serious topic. The Angelo State University s Honor Code gives specific details on plagiarism and what it encompasses. Plagiarism is the action or practice of taking someone else's work, idea, etc., and passing it off as one's own. Plagiarism is literary theft. In your discussions and/or your papers, it is unacceptable to copy word for word without quotation marks and the source of the quotation. We use the APA Style Manual of the American Psychological Association as a guide for all writing assignments. Quotes should be used sparingly. It is expected that you will summarize or paraphrase ideas giving appropriate credit to the source both in the body of your paper and the reference list. Papers are subject to be evaluated for originality via Bb Turnitin. Resources to help you understand this policy better are available at the ASU Writing Center STUDENTS WITH DISABILITIES 1. Angelo State University is committed to the principle that no qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of the university, or be subjected to discrimination by the university, as provided by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), and subsequent legislation. 2. The Office of Student Affairs is the designated campus department charged with the responsibility of reviewing and authorizing requests for reasonable accommodations based on a disability, and it is the student s responsibility to initiate such a request by contacting the Office of Student Affairs, University Center, Room 112 at (325) or (325) (TDD/FAX) or by at to begin the process. The Office of Student Affairs will establish the particular documentation requirements necessary for the various types of disabilities. Reasonable accommodations will be made for students determined to be disabled or who have documented disabilities. STUDENT ABSENCE FOR OBSERVANCE OF RELIGIOUS HOLY DAYS A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. INCOMPLETE GRADE POLICY (OP Grading Procedures) ASU policy is that incomplete grades be reserved for student illness or personal misfortune. Please contact me if you have serious illness or a personal misfortune that would keep you from completing course work. Documentation may be required.
13 COPYRIGHT POLICY Students officially enrolled in this course should make only one printed copy of the given articles and/or chapters. You are expressly prohibited from distributing or reproducing any portion of course readings in printed or electronic form without written permission from the copyright holders or publishers. SYLLABUS CHANGES I may make changes as necessary to this syllabus and the course content. If changes become necessary during this course, I will notify you by , course announcements and/or a discussion board announcement. It is you responsibility to look for such communications about the course on a regular basis.
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I. INTRODUCTION A. An introduction to the profession of early childhood education, focusing on developmentally appropriate practices, types of programs, historical perspectives, ethics, and current issues.