Developmental Psychology: Lifespan (201) A life spent making mistakes is not only more honorable, but more useful

than a life spent doing nothing. --George Bernard Shaw

Julie Yonker email: jey2@calvin.edu 380 Science Bldg. Phone: 526-7668 Office Hours: Tuesday, Wednesday, Thursday: 2:30-4:00 or by appointment or drop-by

Class Schedule
Section C = Tuesday, Thursday 8:35 -9:50 am Spoelhof Center 203 Section D = Tuesday, Thursday 10:30 - 11:45 am Science Building 336

Course Description
This course provides an overview of human psychological development from conception to death. The primary objective is for you to understand the behaviors characteristic of each stage of development and the factors which influence that behavior. In this course we consider how some of the following issues change and develop throughout the lifespan: anatomy and physiology, cognition, identity, morals, family life, social life, work life. You will be introduced to the methods of psychological research and to the role of psychology in scientific endeavor and human application. Through assigned readings, writing and projects as well as classroom discussion and activities, you will learn to critically weigh alternative claims regarding human behavior and to appreciate a holistic approach to the study of persons.

Required Readings Experiencing the Lifespan by Janet Belsky, 2nd Edition Handouts & Articles distributed in the Course Packet or posted on Moodle Recommended: 3-ring binder will be very helpful for Course Packet and to keep organized (notes, printed PowerPoints, etc.) Goals and Outcomes for the Course The ultimate goal for this Lifespan Development course is for you to construct concepts and develop skills which will provide a foundation for your continuing education and your development as a professional, a life-long learner, and an agent of renewal in Gods kingdom. My specific objectives are that you will be able to: Understand the major concepts, empirical findings, theoretical perspectives, and historical trends in psychology as they apply throughout the lifespan. Recognize the biological, social, emotional, and cognitive complexity of human beings. Sense the wonder and limitations of psychological processes. Compare and contrast the major theories surrounding the topics we study and demonstrate how they can be used to interpret behavior. Explain principles of psychology to non-experts. Communicate ideas and problem solve effectively, in writing and orally and within your team. Ponder how God has uniquely made you and your role in His world. 1

Other Learning Objectives:

In addition to using memory and comprehension in learning the course contents, I would like for you to strive to improve the following skills: Contextual Learning Critical Thinking Knowledge Application Cooperative Learning Theoretical Appreciation Discernment Reflective Learning Creative Thinking Self Regulation Scholarly Writing Observation & Interpretation

The course methods, assignments and activities are designed to assist you in your pursuit of the course and learning objectives. Your full attention, eagerness and enthusiasm for learning will assist you throughout this course. SOME COURSE POLICIES: Electronic Communication Policy I expect you will check your Calvin email account at least twice a week for possible announcements regarding the class. When emailing me, it helps me respond to you better if you include your name and identify your class. Although I check my own email several times a day, a situation may arise where this is not possible. Please do not wait until the last day before an assignment is due to contact me if you have questions! PowerPoints for each class are already posted on Moodle. The posted Powerpoints will contain ~8090% of the classroom Powerpoint. I post my PowerPoints to supplement your class notes and to help you remember items from class you may have forgotten or not written down, etc. If you allow the online PowerPoints to take the place of class attendance or in-class note-taking you will limit your potential success in this course. Attendance Policy I want you to come to class. In courses such as this, where we will be watching video clips, working in groups or doing other in-class activities, attendance is critical for your understanding, learning, success and enjoyment of the course. In addition, unannounced in-class work will sometimes count toward course points; these points cannot be made-up. Course packet activities will also be occasionally assigned in class for completion by the next class period. Participation Policy I also want you to participate in class. Participation includes: prompt attendance, note-taking, answering and asking questions, discussing in-class issues. If you are unable to contribute to discussions perhaps due to shyness, time thinking, not being called upon, etc. you may send me an email response to a questions or issue (i.e. In class today, you asked the question X and I think ). You may also demonstrate participation by sending an email in which you write a paragraph about encountering an issue or topic we have learned about in the course. Participation Credit is worth 5% of your course grade. Assignment Policy Assignments due are listed on the Assignments Calendar to help you keep on schedule. Please remember to put your name on every assignment you turn in. Please type all assignments unless otherwise noted. All assignments must be turned in at the beginning of class on the date it is due. If you do not turn-in an assignment at the beginning of class on which it is due, it may be turned within three days with the following late penalties (later in the day on the due date = -3 pts, each day late = -5 pts/day). (make-up exams are possible with a documented excuse; i.e. Health Center note, etc.). The reasons for my assignments policy are: o I try to space out the assignments throughout this course so that assignments do not pile-up on you. If you turn in assignments late, it will be a snowball effect with upcoming assignments. So, please make your life easier by getting assignments in on-time.

o o

I really want to give all students prompt feedback on the hard work they have done on the assignments. In order to be prompt in my grading, I need to have all assignments within three days of the due date, hence the three day cut-off. In order for me to keep better track of assignments coming in (i.e. not misplace an assignment), please place your assignment on the front table at the beginning of class.

Academic Integrity Policy You are expected to be familiar with college policy on academic integrity. Please consult me before engaging in any ambiguous activity that might be considered dishonest by others, even if you do not consider the act to be dishonest. You are expected to always submit work that represents your own original ideas or ideas. Please note: I can usually tell when someone has plagiarized (copied) from a book or the Internet, or passed off someones published idea as your own. (I have caught several students in the past). If it is determined that you have plagiarized, you will automatically receive a zero on the assignment in question. If it happens more than once, you will fail the course. Also be aware that I have access to tools which can help me locate passages of text!

Special Needs Policy Any student with a documented disability needing academic adjustments or accommodations is requested to speak with me within the first two weeks of class. Full Disclosure: There will be some topics covered and discussed in this course that may be emotionally difficult for some students (e.g. adoption, addiction, disability, suicide, divorce, Alzheimers disease, death, etc.). Please feel free to talk with me or email me if you feel this would be helpful for you coping and learning about these topics.

Assessments Specifics
Assessment = Evidence that you are learning in this course in ways that will benefit you educationally, professionally and personally Please READ ALL ASSIGNED TEXT BEFORE CLASS! Please Follow the Attached Course Calendar Carefully. CLASS PARTICIPATION (weighted 5%) Objective: to help you actively learn in the classroom In-Class Activites includes: problem solving, team-work, reflection papers and/or handouts Completed during class time (no make-ups possible) 5 pts. each Verbal Participation includes: prompt attendance, note-taking, answering and asking questions, discussing in-class issues. If you are unable to contribute to in-class discussion perhaps due to time thinking, not being called upon, shyness, etc., you may send me an email response (i.e. In class today, you asked the question X and I think.). Semester participation points total=20 OBSERVATION /APPLICATION / RESPONSE (OAR) (weighted 15%) Objective: to help keep you on-track with your thoughtful reading of the textbook and thoughtful consideration of classroom learning. To help you develop the skill of succinctly summarizing anothers words. To help you apply your learning to your life.
When processing new information, your brain looks for patterns and constructs to build on. Without this process in place, learning and retaining new information would be very laborious. Often in the learning process you will find something that jumps out at you and gets you thinking. What should you do with this thought? OAR allows you to do some synthesis, application, higher order thinking.

You will post your Observation/Application/Response to the OAR forum in Moodle. Post OA by midnight Friday (each week) and post R by midnight Sunday. Observation: Something you observed or learned from the readings and/or classroom. (1 paragraph, 100-200 words) o Introduce/summarize your topic, explain what you are writing about to give a context. o Present your analysis, ideas, and opinions (agree, disagree, partial agreement, identify new information, etc). Application: How you are going to apply this observation to your life. (1 paragraph, 100-200 words) o What impact will it have? o What do you conclude from this new information? Response: Respond to someone else's observation/applications with your own observation/application of their observation/application. Confused... read it again. (1 paragraph, 100-200 words) Five of 11 weeks are required, 1 pt / thoughtful paragraph (3 pts/OAR possible) PROJECTS (weighted 30%) Objective: to help you discern how to practically apply the information you are learning to real life situations Childrens Museum Proposal Due Date: I Have Issues project Due Date: IN-CLASS ASSESSMENTS (weighted 50%) Objective: to help you apply what you have learned to solve problems efficiently Baby Basics (chapters 1- 4) Wednesday, March 2 Multiple Choice, T/F, Short Answer Charming Children & Amazing Adolescents (ch. 5-10) , Mon, April 11 Multiple Choice, T/F, Short Answer Awesome Adults (ch. 11-15) Exam time, Multiple Choice, T/F, Short Answer & Concept Map Make-up Credit Objective: to allow you to redeem yourself if you have some issue that prevents you from performing to the best of your ability. Additional OARs (beyond the required 5) (Points will be added to OAR category) Chose one of the following projects: Stress through Lifespan or Job Interview or River of Life, 0 pts, Due: by 5 pm, Friday, Dec. 9 (points will be added to In-Class Assessments category)

Sun 4 5

Mon 6

Tue

~ September 2011 ~ Wed Thu 1 7 8

Ch. 1 pp. 2-33 Lifespan & Research Perspectives

Fri 2 9
OAR #1

Sat 3 10

Welcome! Get Textbook & 3-ring binder

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Ch. 2 pp. 35-39, 52-59 Conception & infertility

14

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Ch. 2 pp. 39-52 Prenatal

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OAR #2

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Ch. 2 pp. 60-71 CP reading Birth & adoption

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Ch. 3 pp. 75-95 Newborn basics

23
OAR #3

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Ch. 3 pp. 95-107 Infant Cognition

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Notes: OAR = post to

Forum,observation/application by midnight Friday, post to Forum response by midnight Sunday

Concept Mapping Workshop 6-7 OAR #4 pm SB 352 Ch. 4 pp. 109-126 Attachment

CP = course packet

Sun

Mon

Tue

~ October 2011 ~ Wed Thu

Fri 1

Sat

4
Ch. 4 pp 126-133, Ch. 5 pp 160-162 Emotion & Language

6
Exam Ch. 1-4

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OAR #5

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Ch. 5 pp. 137-145 Body & Brain Development

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Ch. 5 pp. 145-169 Developmental Theories

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OAR #6

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Ch. 6 pp. 171-199 Social Learning

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Childrens Museum Due Ch. 7 pp. 201-214 Family, parenting, identity

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OAR #7

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Academic Advising

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Academic Advising Concept No Class Mapping Workshop 4-5 pm SB 352

No Class NO OAR Julie presenting at a conference

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Notes: OAR

= post to Forum,observation/application by midnight Friday, post to Forum response by midnight Sunday CP= course packet

Sun

Mon 1

Tue

~ November 2011 ~ Wed 2 3

Thu 4

Fri 5

Sat

Ch. 7 pp. 214-231 Websites & CP on ADHD, dyslex., autism Learning Disabilities & Resilience

Ch. 8 pp.235-261, Ch. 9 pp.263- OAR #8 269, CP reading on Fowler Puberty & Morals

8
Ch. 9 pp. 269-291, CP Adolescent Brain Adolescent cognitive & physical health

10
Issues Project #1 Due Ch. 10 pp. 295-305 Identity

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OAR #9 Issues Project #2

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Ch. 10 pp. 305-326, Ch. 11 pp. 327-357 Love & Work

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Exam Ch. 5-11

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OAR#10

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Happy Thanksgiving

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NO OAR

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Concept Mapping Ch 12 pp 359-387, Ch. 13 pp Workshop 6-7 pm 391-400 SB 352 Adult Brain and Memory

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Ch. 13 pp. 400-419, Ch. 14 pp 421-436. Aging & Longevity

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Notes: OAR

= post to Forum,observation/application by midnight Friday, post to Forum response by midnight Sunday CP= course packet

Sun

Mon

Tue

December 2011 ~ Wed 1

Thu 2
Ch. 14 pp. 436-449, CP- AD Dementia & Caregiving

Fri 3
OAR #11

Sat

6
Ch. 15 pp. 451-475 Death & Dying

10

CP Faith Development (middle Make-up Reading of CP) credit due Recess Council of Elders by 5 pm

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Exam 6:30 Section C

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Exam 1:30 Section D

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