HARRISBURG AREA COMMUNITY COLLEGE ONLINE COURSE SYLLABUS - CRN 4471 LIFE CYCLE DEVELOPMENT, PSYC SUMMER I WEEK

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1 HARRISBURG AREA COMMUNITY COLLEGE ONLINE COURSE SYLLABUS - CRN 4471 LIFE CYCLE DEVELOPMENT, PSYC SUMMER I WEEK Instructor: Peg Dombrowski, Ph.D. Phone: (717) (cell) Please call between Noon-8pm. Please ONLY me through the function of the Desire2Learn (D2L) course! If you send to me from anywhere other than from inside the D2L course, I will not get your in the course, so will not be able to respond. Simply find my name in the D2L Address Book inside the online course, select the first address listed for me, medombro@ehacc.hacc.edu and follow the prompts. Only if you cannot access the course, me at medombro@hacc.edu. Office Hours: Phone calls received any day between noon-8pm, and will be answered within two business days, but normally within one day. Required Textbook: Development Across the Life Span, 6 th or 7 th Edition, by Robert S. Feldman, Prentice Hall, 2011 or Catalog Description: Overview of human development, covering the lifespan of the individual. Includes integration of the basic concepts and principles of physical, cognitive, and psychosocial development at each major stage of life: prenatal, infancy, toddlerhood, preschool, middle childhood, adolescence, young adulthood, middle adulthood, and old age. Learning Outcomes: Upon successful completion of the course the student will be able to: Identify and distinguish the domains and periods of development from conception to death Describe various research methods to study lifespan development Compare and contrast how different theories of development explain changes related to physical, cognitive, social, and emotional development through the lifespan Identify the specific genetic and environmental influences (such as socio-economic status, gender, race, ethnicity, English language learners, special needs, culture, religion, schools, media, peers, and family) on physical, cognitive, social, and emotional development Describe variables underlying socio-economic status, racial, ethnic, and gender differences in lifespan development Apply the developmental theories and specific research findings to current social and educational policies and events Utilize primary literature to write essays, term papers, and/or complete other assignments Properly cite and reference sources in current American Psychological Association (APA) style System Requirements: Hardware: IBM compatible Processor, Modem 16 MG of RAM, CD ROM drive: 2X or faster Sound Card, Type of monitor: SVGA w/640x480x256 colors Software: Windows 95 or more recent version Specialized Software: Desire2Learn (D2L) is specially designed software for this course, but the student does not need to purchase this for themselves. They can use it over the Internet through the college web page. Internet provider, Web browser 4.0 version or later

2 Course Requirements: Students are required to do all of the following in this course: 1. Read all orientation materials provided by the Virtual Campus, the course syllabus, and all items in the News column of the course. 2. You are required to select your presentation topic (see the link to sign-up sheet on the homepage) during the first week, which will indicate your attendance and participation in the course. 2. the instructor during the first week of the course to give me the following information: name, major area of study, and why you are taking this course. Send all that pertains to the course to me at through the function of the D2L course. Only if the D2L course is inaccessible to you, me at through your HAWKMail account. 3. Read all textbook materials as assigned and all of the instructor's posted lecture notes. 4. Take the four required exams (*See testing options below). 5. Complete a 2-page, single-spaced "class presentation," and post it in the class Discussions Area, under the Presentations link. (See instructions below.) 6. Participate in four discussions of the videos listed by dates in the course schedule below. These videos are TED Talks, all available on Grading: Grading will be done by an absolute percentage of the 465 regular points possible through the four exams, video discussions, and class presentation, with the minimum percentages for each letter grade as follows: 418 pts. and above = % = A, pts. = 80-89% = B, pts. = 70-79% = C, pts. = 60-69% = D, pts. = 0-59% = F. Withdrawals: If you decide to withdraw from this course, you must do so by May 29, 2015 to receive a 100% tuition refund, or by June 2, 2015 to receive a 50% tuition refund. If you have not entered the course by the interim roster date, June 2, 2015, the Registration Office requires that the instructor withdraw you from the course, in which case you will receive a 50% tuition refund. Notice: The instructor will treat all students with courtesy and respect, and expects courtesy and respect in return. This includes the courtesy of refraining from inappropriate language online. Video Discussions: As shown in the Course Schedule below, there are four video discussions scheduled. All of these videos are TED Talks found on the website. You are to watch each video during the week it is scheduled below, then go to the Discussions area and find the forum for the particular video you just watched, and post one initial comment as directed in the forum, followed by one comment replying to a classmates initial post. Be careful to get both of your discussion comments in during the week each forum is open. Your initial post, if considerate and pertinent, is worth up to 5 points. Your comments on a classmate s post must contain meaningful remarks about their TED Talk comments, to be worth up to 5 points. Great post! earns no points! So, a total of 10 points may be earned on each of the four video discussions, for a possible total of 40 points for all four video discussions.

3 Exams: There will be four exams altogether, as scheduled in this syllabus. Each exam will count as 21-1/2% of the final grade. Each exam will contain 100 points possible in the form of 50 multiple- choice questions, and will not be cumulative (see attached for details). Exams will be posted for a 4-day period each, allowing students to take each exam at their convenience during the respective test weeks. Options for taking exams are as follows: 1.) Students who make arrangements for exam proctoring at a HACC campus convenient to them are permitted 60 minutes in which to complete each of the 50 multiple-choice question exams. These students must schedule their exams through the Virtual Campus Office by filling out the Online Computer Exam Appointment Form. To schedule to take your exams in a HACC testing center, follow these steps: Visit the HACC Students page at On the left toolbar, open the Test Center, Online Student Testing, Computer Testing for Online Students. Carefully read the entire page about Computer Testing for Online Students. From the left toolbar, select the campus test center where you intend to take your test, to see the hours it is open. On the same page, click the link for Computer Exam Appointment Form. Complete the online form, being sure to indicate the correct campus, and click Submit Your Request. Because many students prefer to schedule all their course exams at the start of the semester, confirmation may be delayed initially. If you do not receive an confirmation, send an with your requested times to virtual@hacc.edu. Please note that you must schedule each exam at least 7-14 days before your desired exam date, in order to have the best chance of getting the date and time that works best for you. Do not wait until the respective exam weeks to schedule your time to take your exam. Complete and send the form as much ahead of time as possible, to insure you get the time you desire. If possible, schedule ALL your exams at once, as soon as the course begins, to insure test dates and times that fit your schedule. If, due to unforeseen personal or professional emergencies, an exam is not taken during the exam week scheduled on the syllabus, a make-up exam may be permitted. Makeup exam arrangements must be cleared and arranged with the instructor. 2.) Students who need or desire to have the 60-minute testing limit, but are too great a distance from a HACC testing center, who have a disability that prevents them from coming to a HACC testing center, or whose health, work, or family situation makes coming to a HACC testing center a hardship, may arrange to have their exams proctored by a librarian at a community or other college or university library. Such students must make the testing and proctoring arrangements themselves. These students must also provide their proctor with a copy of the proctor sheet available on the course homepage, along with a stamped envelope, addressed to Dr. Dombrowski at the address on the proctor sheet, so that the proctor can mail the completed form after each exam is taken. 3.) Students who are confident that they can complete each exam in 30 minutes or less may take their exams at home or any other un-proctored environment, after ing Dr. Dombrowski their request to do so. "Class Presentation"

4 A Sign-Up Genius link to the sign-up sheet is on the homepage of the course, for you to pick the type of development and life stage for your "class presentation. Whoever chooses a particular date and topic first is the one who gets it. Nobody can choose a topic already taken, so be sure to sign up for just one topic. The "class presentation" is a 2-page paper, which is to be posted in the Discussions area in the course, under the Presentations heading. The paper is to illustrate biological, cognitive, personality, or social development of one of the life stages we will be studying, BY GIVING EXAMPLES other than those in our textbook. First, read the textbook chapter dealing with the topic you choose to present. The particular type of development at the particular stage chosen must then be illustrated WITH EXAMPLES, in one of three ways. One way is by describing a particular character in a scene from a popular movie (*see below for recommendations). For example, a scene from the movie, "The Breakfast Club" could be described, giving examples of the characters behaviors that illustrate social development in adolescence, which are to be explained according to what is covered in the course textbook about this type of development at that stage. Alternatively, you may do a report of an observation or interview of a person or persons at that developmental stage, again, by GIVING EXAMPLES that illustrate aspects of your topic covered in the textbook. For example, you could visit someone in a retirement or nursing home and interview them about their cognitive development in late adulthood, or observe a child in a preschool or home, to report on their physical development in the preschool years. Students who observe or interview children under 18 years of age must submit a completed and signed Parental Consent Form, found at the end of this syllabus. Points earned for your presentation will be for accurate application of the presentation examples to the stage and development type chosen (15pts.), and for the quality of the written presentation to the class (10pts.), for a total of 25 pts. possible. I strongly recommend that students who know they have trouble writing papers with correct grammar and spelling, seek the help of an English tutor in the Learning Center at your HACC campus for proofreading help, so you do not lose points for the quality of your written presentation. Be sure to post your presentation during the week indicated to the left of your chosen topic, as points will be deducted for late OR early presentation postings. The due dates for these presentations are coordinated with the schedule of chapter readings and exams, so your paper with its examples will be read when classmates are reading the chapters you refer to. The precise dates of each presentation week can be found in the Info-Presentations link on the homepage. The first day of the week each presentation is due appears on the Sign-Up Genius sheet. When using examples from a movie, please make sure you identify the character(s) displaying the type of development and stage of life to be covered by your topic, and relate those examples to what is discussed in the corresponding chapter in our textbook. *Using other movies is possible, if cleared with me first. *Movie Recommendations below are for class presentation as described above: Infancy: Look Who s Talking Childhood: Little Rascals, Mrs. Doubtfire, Pursuit of Happyness, Big Adolescence: The Breakfast Club, Juno, Little Women, Mask, Mermaids, Nell, What's Eating Gilbert Grape? Early Adulthood: The Big Chill, Cocoon, The Color Purple, Crossing Delancy, Father of the Bride I or II, Forest Gump, Four Weddings and a Funeral, The Graduate, Hannah and Her Sisters, Hitch, The Pursuit of Happyness, Sleepless in Seattle Middle Adulthood: Alice Doesn t Live Here Anymore, Beaches, Date Night, Father of the Bride I or II, It's a Wonderful Life, Kramer vs. Kramer, Mrs. Doubtfire, Ordinary People, Peggy Sue Got Married, Same Time Next Year, Steel Magnolias, Terms of Endearment Late Adulthood: Away From Her, Driving Miss Daisy, Grumpy Old Men I or II, Harry and Tonto, The Notebook, On Golden Pond, Gran Torino

5 EEOC POLICY 005: It is the policy of Harrisburg Area Community College, in full accordance with the law, not to discriminate in employment, student admissions, and student services on the basis of race, color, religion, age, political affiliation or belief, gender, national origin, ancestry, disability, place of birth, General Education Development Certification (GED), marital status, sexual orientation, gender identity or expression, veteran status, genetic history/information, or any legally protected classification. HACC recognizes its responsibility to promote the principles of equal opportunity for employment, student admissions, and student services taking active steps to recruit minorities and women. The Pennsylvania Human Relations Act ( PHRAct ) prohibits discrimination against prospective and current students because of race, color, sex, religious creed, ancestry, national origin, handicap or disability, record of a handicap or disability, perceived handicap or disability, relationship or association with an individual with a handicap or disability, use of a guide or support animal, and/or handling or training of support or guide animals. The Pennsylvania Fair Educational Opportunities Act ( PFEOAct ) prohibits discrimination against prospective and current students because of race, religion, color, ancestry, national origin, sex, handicap or disability, record of a handicap or disability, perceived handicap or disability, and a relationship or association with an individual with a handicap or disability. Information about these laws may be obtained by visiting the Pennsylvania Human Relations Commission website at STUDENTS IN NEED OF ACCOMMODATIONS: Students with disabilities who are in need of accommodations should contact the campus disability coordinator listed below. This information can also be found at: Services.cfm HACC Gettysburg Campus Peggy Violette Coordinator Disability Services 101 J 731 Old Harrisburg Road Gettysburg, PA Phone: Fax: mlviolet@hacc.edu HACC Harrisburg Campus Carole Kerper Director, Disability Services Cooper 230 One HACC Drive Harrisburg, PA Phone: Fax: clkerper@hacc.edu HACC Lancaster Campus Vicki Van Hise Coordinator, Disability Services Main 212B 1641 Old Philadelphia Pike Lancaster, PA Phone: Fax: vlvanhis@hacc.edu HACC Lebanon Campus Deborah Bybee Coordinator, Disability Services 104F 735 Cumberland Street Lebanon, PA Phone:

6 HACC York Campus Lori Shoemaker MSS, LSW Coordinator, Disability Services YL 134A 2010 Pennsylvania Avenue York, PA17404 Phone: Fax: HACC Virtual Learning Deborah Bybee Coordinator, Disability Services 104F 735 Cumberland Street Lebanon, PA Phone: Academic Dishonesty: Section 7324 of the Crimes Code of PA makes it a misdemeanor of the 3 rd degree to sell or offer for distribution any dissertation, thesis, term paper, essay, report, or other written assignment, or to sell or offer for distribution any assistance in the preparation of such assignments, for submission to an educational institution to meet the requirements fir a degree, diploma, certificate, or course of study. ("Assignment" means a written, recorded, pictorial, artistic, or other academic task. "Prepare" means to create, write, or in any way produce in whole or substantial part any such assignment.) Penalties that may be imposed include but are not limited to the following: A. Faculty may impose the following penalties within the context of a course: 1. lowering of a grade or failure for a particular assignment OR 2. lowering of a grade, failure and/or dismissal from the course. B. The Division Administrator responsible for the student's curriculum may impose harsher measures within the context of the College such as: 1. disciplinary probation--may include a limitation on credits, mandatory repeat of a course, etc. 2. suspension from a curriculum. C. The Division Administrator may recommend to the Dean of the School that the student be suspended from the College. D. The Dean of the School may suspend the student from the College for a period of one semester or more. This law does not prohibit an educational institution or members of its faculty and staff from offering instruction or instructional services as part of its curricula or programs. Neither does the law apply to the sale of certain copyrighted materials described in Section 7324(f).

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8 Course Schedule & Reading Guide: The following outline is a guide for textbook and lecture readings, video discussions, and exams. The dates and material for exams will be as listed follow no other exam schedule! NOTE: If you come to a HACC campus during this course, be advised that HACC campuses are only open four days each week during Summer. All HACC campuses, including the testing centers, will be open Monday-Thursday. However, some campus test centers may be open the Friday of Memorial Day week and the Friday of 4 th of July week, so check with your HACC campus about those weeks, if need be. WEEK CHAPTER TOPIC WEEK 1 May 25 May Memorial Day Holiday Arrange testing center appointments to take Exams 1-4 at test site, unless other arrangements have been made with Dr. Dombrowski. May An Introduction to Life Span Development Readings 2 Genetics and Prenatal Development 3 Birth and the Newborn Infant 4 Infancy: Physical Development May Watch TED Talk by Annie Murphy Paul, What we learn before we re born on YouTube.com, and discuss in the Discussions video forum WEEK 2 June 1-4 Take Exam 1 at a HACC Campus (Ch. 1-4), unless other arrangements have been made with Dr. Dombrowski May 31-June 6 5 Infancy: Cognitive Development Readings 6 Infancy: Social & Personality Devt. 7 Preschool Yrs.: Phys. & Cog. Devt. 8 Preschool Yrs.: Social & Personality Devt 9 Middle Child Yrs: Phys. & Cog. Devt May 31-June 6 Watch TED Talk by Alison Gopnik, What do babies think? on YouTube.com, and discuss in the Discussions video forum WEEK 3 June 8-11 Take Exam 2 at a HACC Campus (Ch. 5-9) unless other arrangements have been made with Dr. Dombrowski

9 June Mid. Child Yrs.: Social&Personality Devt. Readings 11 Adolescence: Phys. & Cog. Devt. 12 Adolescence: Social & Personality Devt. WEEK 4 NOTE: There is NO exam during Week 4, just readings and the TED Talk Discussion June Watch TED Talk by Sarah-Jayne Blakemore, The mysterious workings of the adolescent brain, on YouTube.com, and discuss in the Discussion video forum June Early Adult: Phys. & Cog. Devt. Readings 14 Early Adult: Social&Personality Devt. WEEK 5 June Take Exam 3 at a HACC Campus (Ch ) unless other arrangements have been made with Dr. Dombrowski June Middle Adult: Phys. & Cog. Devt. Readings 16 Mid. Adult: Social & Personality Devt. 17 Late Adult: Phys. & Cog. Devt. June Watch TED Talk by Oliver Sacks, What hallucination reveals about our minds, on YouTube.com, and discuss in the Discussion video forum WEEK 6 June 28-July 2 18 Late Adult: Social & Personality Devt. Readings 19 ENDINGS: Death & Dying June 28-July 2 Take Exam 4 at a HACC Campus (Ch ), unless other arrangements have been made with Dr. Dombrowski

10 Harrisburg Area Community College Psychology Department Child Observation/Interview PARENTAL CONSENT FORM I give my permission for my child to participate in an observation/interview of his/her physical, cognitive, social, personality and/or emotional development. The observation activity has been explained to me by, the HACC student who will conduct the observation. Parents: The observation or interview of your child may either entail the student simply observing your child s physical activities, cognitive performance, personality characteristics, or social interactions with others, or the student may ask you or your child questions pertaining to their physical, cognitive, personality, or social development. The student will be looking for characteristics of one of those types of development found to be characteristic in other children at your child s age, and will then share their findings with me, their professor, and with their online classmates. I understand: I can withdraw my child s participation at any time. Incentives will NOT be used to influence my child s participation. The HACC Psychology student will keep my child s name anonymous in his/her report. The student is in no way able to assess, diagnose, or treat individuals. The student s observation and report is intended only for educational purposes and will not be made available to anyone outside the context of the course. Parent s/guardian s Name (please print) Child s Name (please print) Parent s/guardian s signature Date: If you have questions or concerns regarding any aspect of this process, please contact Dr. Peg Dombrowski at medombro@hacc.edu or at (717) Note to instructors and students: This form should be used even if the parent and the student are one and the same.