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Lackawanna College Developmental Psychology Online Classroom

August 31st, 2015 to October 20th 2015

Instructor: Tina Bruno, M.S., LPC Phone: (570) 955-1478

Office: Angeli Hall Room 105A E-mail

Office Hours: Online through Chat Email is checked several times a mutually convenient scheduled time.

Be sure to read this syllabus over thoroughly. The course syllabus is considered a contract between instructor and students. Your continued enrollment in the course equates to your signature on the contract, indicating your agreement to abide by the terms of this contract.

Required Text: Essentials of Life-Span Development (w/out Connect & Lifespan Access) 3rd Edition

Author: Santrock ISBN: 9780078035425 Copyright Year: 2014 Publisher: McGraw-Hill

Description: PSY 205 (Formerly SS 231) - Developmental Psychology:  This course studies the developmental changes in intellectual, emotional, motor and social behavior from infancy to adulthood. Special emphasis is given to the influence of heredity and to physiological, educational and social variances in the emotional and intellectual growth of the individual (3 Credits). Prerequisite: PSY 105


  1. Recognize the early stages of life with emphasis on nature/nurture issues.
  2. Describe the early origins of intelligence, habit formation, physical, and motor development.
  3. Review the relationships that exist between children and their parents, siblings, and peers.
  4. Explain theories associated with several (psychodynamic, cognitive, behavioral, social and moral) perspectives to understand growth and development.
  5. Describe adolescence as a physical and cultural phenomenon.
  6. Describe the biologically maturing person and the roles that parents, peers, and society play in the individual’s quest for maturity.
  7. Explain the aging process in relation to sociological, cognitive, physical and cultural influences.
  8. Describe the later years of life with emphasis on quality of life issues.

Online Course Attendance Policy: Students enrolled in credit-bearing courses at Lackawanna College will fail any course(s) in which they accumulate absences beyond the maximum number allowed. This pertains to online courses as well.

Attendance is defined by participating in an academic activity within the online classroom, which includes posting in a graded discussion forum or submitting a written assignment. Postings not related to the aforementioned activities will not count for attendance purposes


# of Days Required for Discussion in an Online Course

Maximum # of Weeks Allowed without Discussion

Twice on any four days in a week (8 total)


  • You are required to engage in discussion at least TWICE on FOUR days throughout the week for a total of EIGHT posts in all, minimum.
  • You should respond to the initial DQs posted AND respond to your classmates.
  • Responses MUST be substantive. See the document titled Good Discussions in your Handouts and Links.
  • Responses that do not move the conversation forward by providing information to which others can respond and build upon will NOT be counted toward your weekly score.
  • Students who miss one week of discussion will be DROPPED from the course.
  • Students who do not log on to the course within the drop/add period for the course will be DROPPED from the course. 

Online Course Discussion Policy  

In order to understand, remember, and benefit from what we learn in class, discussion and interaction are critical. Responses such as, “I like what you said.” “I agree.” Or “Good thinking.” are NOT acceptable. Also, you should NOT simply repeat what someone else has already said.

You MUST post no less than 8 times per week – twice on any four days.

Good Discussions in Handouts and Links will help you, but you should also use this rubric to gain all possible points for your contributions and, more importantly, to get the most out of our class discussion!

Online Classroom Discussion and Interaction Rubric

14 points per week for a total of 98 points

What Should I Do?

Points Available

Did I do This?


Points Earned

Answer both Discussion Questions directly demonstrating a clear understanding of the material, support your response with research or reading, and promote conversation (2 posts)





Respond to at least two classmates’ posts (2 posts)





Continue both conversations with at least one additional reply to each peer (2 posts)





Respond to at least one of the teacher’s secondary questions, conversing with a classmate who responds to the same question

(2 posts)





Be sure all responses are detailed and clear and are posted twice on four separate days.





Be sure that all responses relate to the course reading and notes, your own everyday life, or to both





Provides the class with a response that is non-generic and inspiring – meaning that they learn from what you have contributed and can continue the conversation





Use proper grammar, spelling, and netiquette










Withdrawal Policy:

A student has the privilege of withdrawing from any courses or from the College itself without academic penalty up to and including the final date for withdrawal indicated on the College calendar.

To withdraw officially from a course or from the College, a student must obtain the proper withdrawal form from the Student Affairs Office or from your Center Director, complete this form and submit it to the Registrar's Office before the final day for withdrawal without academic penalty as indicated on the College calendar. If a student stops attending a course for which he/she is registered after the published census date (end of drop/add) without having officially withdrawn from the course, the student will be assigned an AW (penalty-grade failure) for the class. No exceptions will be made.

Students who violate the College's Academic Integrity Policy and fail a course in consequence may not exercise the withdrawal privilege in that particular course.

Financial obligations to the College will be determined according to the Refund Policy.

Instructor Policies

Online courses allow flexibility for "attending class" (so-to-speak) at your convenience, as well as require self-motivation and time-management on your part. You can expect online courses to take as much time and dedication as short-term, in-class courses, and from that plan your schedules accordingly.  Because this online course is a 7.5 week course, it is more concentrated than a typical 15-week traditional in class or online course. It is important to keep in mind that online courses are not for every student.  If the pace of this short-term course is too fast for you or if you are having difficulty with independent time-management, you can consider enrolling in an on-campus, full-term (15-week) course. Speak up soon, e-mail or call me so we can discuss your concerns sooner rather than later to ensure the best in return for your choice.

Participation will be accomplished through online discussions and completion of weekly assignments turned in on time. Students are expected to "attend" class on a regular basis. Attendance is noted as assignments are turned in and discussion questions are answered. You are expected to have read all material prior to the due date to incorporate the material into assignments and discussions. It will be through inter-active participation that course information is learned and retained.

Grading: The assignments in this course are tracked by points. Use the Points Value column to check your grade based on how many points you have earned. You might also estimate how many more points you need in order to earn the final grade that you want.

Letter Grade

Numeric Range

Points Value

Quality Points


96 – 100




90 – 95




87 – 89




83 – 86




80 – 82




77 – 79




73 – 76




70 – 72




67 – 69




60 – 66




0 – 59



Due Dates and Late Penalties: Late assignments will earn a penalty. Technical difficulties are NOT a justification for lateness.

The grace period for late assignments is as follows:

  • 1 day late-10% deduction off of the assignment grade
  • 2 days late-20% off of the assignment grade
  • 3 days late-the assignment will receive a grade of 0% There will be no “extra credit.

Academic Integrity:  Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated either in the online or traditional classrooms. Sanctions will include an automatic F for plagiarism, but the severity or frequency of the violation may result in dismissal from the College as well.

The following are among the forms of dishonesty, in a classroom of any type, for which sanctions may be applied:

  • Using books, notes or other materials during an examination, unless expressly permitted;
  • Using purchased essays, term papers or preparatory research for such papers;
  • Copying others' work or engaging in unauthorized cooperation during an assignment or examination;
  • Allowing another student to copy from an examination or other assignment intended to be performed independently;
  • Borrowing from published works, whether material is taken verbatim or with minor alterations, without proper and/or sufficient acknowledgment;
  • Submitting as one’s own work originally done by someone else;
  • Submitting the same written report in more than one course without prior approval from the instructor(s) involved;
  • Stealing examinations or assignments;
  • Supplying or selling examinations or assignments;
  • Misrepresenting statements concerning work submitted;
  • Falsifying or fabricating experimental data or results;
  • Falsifying or fabricating the need for extensions on papers or make-up examinations.
  • Misrepresenting identity in an online course

Disability Statement: Lackawanna College is an Affirmative Action, Equal Employment Opportunity institution. Students with disabilities and other needs should feel free to contact the instructor privately if there are services and adaptations which can be made to accommodate specific needs. Students who are having difficulties with class material are strongly advised to seek assistance in the reading and writing lab. If you feel that you have a disability that has not been formally documented, you may meet with Ms. Christine Kiehart in the academic development office to discuss your options. Please note that disability services do not include exemption from participation requirements in courses considered part of the School of Distance Education, including online and hybrid courses.

Lackawanna College Notice of Nondiscrimination: Lackawanna College will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected classification. Announcement of this policy is in accordance with State Law including the Pennsylvania Human Relations Act and with Federal Law including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Americans with Disabilities Act of 1990.

Title IX of the Education Amendment of 1972 is a federal civil rights law that prohibits discrimination on the basis of sex in federally funded education programs and activities. Lackawanna College is committed to providing an educational and work environment that is free from unlawful sexual discrimination including sexual harassment, sexual violence, and gender based harassment. 

In accordance with Title IX of the Education Amendments of 1972, Lackawanna College will not tolerate any forms of sexual misconduct including but not limited to: sexual harassment, sexual assault, sexual violence and gender-based harassment by employees, students or third parties. This includes prohibiting discrimination against pregnant and parenting students. The College also prohibits retaliation against any person who makes a claim of discrimination or harassment or who provides information in such an investigation. This policy applies to admissions, employment, treatment and access to all programs and activities that take place either on or off the campus at Lackawanna College. 

Lackawanna College will fully and promptly investigate all allegations of sexual misconduct and will take action reasonably designed to resolve the complaint in an equitable manner, end a hostile environment if one has been created, prevent its recurrence, and, when appropriate, take steps to remedy its effects on individuals and the college community.

Lackawanna College complies with Title IX and all other federal laws and regulations that prohibit discrimination in education programs or activities receiving federal financial assistance.

Reports or inquiries regarding nondiscrimination should be made to:

Title IX Coordinator/ Executive Director of the Student Wellness Program, Marsha Pigga, Angeli Hall, Room 102, 501 Vine Street, Scranton PA, 18509 (570) 955-1466/ (570) 677-7589,

Equal Opportunity and Affirmative Action inquiries: Anita Cola, Affirmative Action Officer/Dean of Continuing Education, Angeli Hall, Room 300C, Vine Street, Scranton PA (570) 961-7815, or Dan LaMagna, Affirmative Action Officer/Dean of Students, Angeli Hall, Room 104, Vine Street, Scranton PA, (570) 504-1579,  

Additional information regarding Title IX requirements and how to file a complaint with the Office of Civil Rights: Office of Civil Rights at, 800-421-3481. Philadelphia Office: Office for Civil Rights U.S. Department of Education, The Wanamaker Building,100 Penn Square East, Suite 515, Philadelphia, PA 19107-3323 Telephone: 215-656-8541, Email:   

Portfolio and Coursework :Lackawanna College will empower you to experience learning by inspiring your critical thinking, assessing your talents and skills, motivating you toward a career choice, and encouraging you to make a difference. In evidence of this learning, the College requires a graduation portfolio containing Career Documents, including a résumé, two letters of recommendation, and a career exploration; Core Coursework, including a research paper from College Writing; three sample papers or projects from Major Coursework; and a Lackawanna College Reflection Paper.

 Course Schedule:



Course Objective Met

Related Assignment, Assessment, or Learning Activity


Introduction to Developmental Psychology & Biological Beginnings

Recognize the early stages of life with emphasis on nature/nurture issues.

Read Chapter 1 & 2


Infancy: Physical, Cognitive & Socio-emotional Development

Describe the early origins of intelligence, habit formation, physical, and motor development.

Read Chapter 3 & 4


Early Childhood: Physical, Cognitive & Socio-emotional Development

Review the relationships that exist between children and their parents, siblings, and peers.

Read Chapter 5 & 6


Mid to Late Childhood: Physical, Cognitive & Socio-emotional Development

Explain theories associated with several (psychodynamic, cognitive, behavioral, social and moral) perspectives to understand growth and development.

Read Chapter 7 & 8


Adolescence: Physical, Cognitive & Socio-emotional Development

Describe adolescence as a physical and cultural phenomenon.

Read Chapter 9 & 10


Early -Mid Adulthood: Physical, Cognitive & Socio-emotional Development

Describe the biologically maturing person and the roles that parents, peers, and society play in the individual’s quest for maturity.

Read Chapters 11-14


Late Adulthood & End of Life Issues


Describe the later years of life with emphasis on quality of life issues


 Read Chapters15-17






Quizzes: There will be 2 quizzes throughout this course: broken down as follows: Midterm Quiz Sept 26th covering the stages of life of Infancy and Childhood and the Final Quiz Oct 20th covering the stages of Adolescence and Adulthood. Quizzes will be given as scheduled in the course outline. Quizzes will be time-limited on the portal site. Questions may consist of multiple choice, true/false, short answer, and/or essay/critical thinking exercises. You may use your book or your notes on the quizzes.

Interview Project Paper: This Assignment is due October 11th, 2015. The purpose of the interview project is to encourage you to think about key developmental issues that impact someone outside of your own identity groups. The intent of this paper is for you to examine how external forces may impact the lives of others. For example, you may chose to interview someone from a different developmental stage than yourself to test different theories that you have learned about from class. You may chose to interview someone who is from a different racial, ethnic, sexual orientation, religious, etc background than your own. Then take the gathered information and relate it to theories.

The intent of this paper is to gain greater insight into how developmental issues influence someone outside of your own identity groups.

Grading Criteria: The grading criteria for this paper will be based on how well you are able to relate your gathered material to theories in developmental psychology. (One way to be sure to achieve this criterion is to write questions from the theories.)

You will need to turn in 8 questions that you asked the interviewee and a 3-4 page paper using the APA format guidelines found in handouts and links. Please reach out to me if you need assistance with formulating questions for your interview.

Interview Project Paper

125 Points


Did I do This?

Where? (i.e. slide number, page number, paragraph, etc.)

Points Available

Points Earned

Self reflection of key developmental issues from the chapter , from class discussions or activities , how it resonates with you, how it relates to your life situation, personal reflections, future goals, etc





Incorporated theories into content of paper





8 interview questions turned in along with paper





Addressed issues of diversity throughout paper





APA Format





Group Presentation

Presentations will be scheduled beginning Week 5

The forum that you design should be creative and encourage class participation. It must also include information related to the chapter(s) that you have been assigned. Each presentation should focus on issues from different periods of development and should be controversial.

Teams will be assigned and will cover the four major stages of life span development. Each team will rally around controversial topics of that given developmental stage of life whether of a historical sense or ripped from the headlines. Those conversations will be within your group discussions. From your private group planning discussions you will identify a critical question that surfaces from your presentation and include your perspective of the issue. Your presentation should be controversial, have a chapter(s) outline (described below), and include outside sources. Presentations should consider cross-cultural topics such as issues related to race, ethnicity, gender, sexual orientation, ability, socioeconomic status, etc. Your presentation may, but does not have to, include links to a movie, people from outside the classroom, role-plays, etc. It is up to you and your group members, have fun with it! The intent of the presentation is to allow you to have control over a portion of the section and for you to learn more information about an area of interest that you have.

Group presentations are expected to present the chapters to be covered within a given week. The purpose of the presentation is NOT to repeat what is stated in the chapter; rather, to emphasize key points, expand upon topics of interest, relate key points to current events, address diversity issues, and spark an interesting discussion.

Plan this presentation as though you were going to discuss the topic among peers and friends. 

Handout: Your team is responsible for creating a handout. This handout must cover all major topics, key points addressed, as well as be a useful tool for helping your classmates prepare for the exams. You must upload a copy of this handout to all course mates and this instructor prior to your presentation deadline.

Group Presentation Grading Rubric

75 Points Value


Did I do This?

Where? (i.e. slide number, page number, paragraph, etc.)

Points Available

Points Earned

Key developmental issues and theories from the chapter presented in PPT





Clarity, conciseness & thoroughness of handout





Related key points to current events





Address issues of diversity & sparked an interesting discussion





Creative and thought out discussion questions





Developmental Activity Journaling Assignment:

This assignment is due September 20th, 2015

Observation plays a large role in the field of developmental psychology. For this assignment you will need to complete an activity or observation based on a particular developmental group. This activity will require you to observe/perform something based on one of the above topics outside of class. The activity/observation should, at a minimum, take 45 minutes. Some suggestions are at the right in the text box. If you have suggestions you want to run by me you can do so by e-mailing me or in general questions.

You will have two tasks for this assignment:

1) Performing the activity or observation looking for aspects of development (perceptual, motor, social, cognitive, language, etc) which are related to the theories discussed in lecture, section, and readings, and

2) Write a 2-3 page response to part one.

Be sure to show a relationship to course material

Developmental Activity Grading Rubric

52 Points


Did I do This?

Where? (i.e. slide number, page number, paragraph, etc.)

Points Available

Points Earned

Reflected key developmental issues and theories from the chapter presented





Combination of clarity, conciseness & thoroughness





Use of examples and details to explore and develop ideas and opinions





Incorporation of class readings





Logically organized; contained introduction; development of main idea (or ideas), and conclusion





 Grading & Points Distribution

Discussion Boards (14 points per week x 7 weeks)

98 points (20%)

Midterm Quiz

75 points   (15%)

Final Quiz

75 points (15%)

Group Presentation Debate

75 points   (15%)

Interview Project Paper

125 points (25%)

Developmental Activity

52 points   (10%)


500 points (100%)



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