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Syllabus and Course Schedule

LACKAWANNA COLLEGE

Spring 2017

PSY205AA: Developmental Psychology

3 Credits

Monday, Wednesday, and Friday: 11:00am-12:00

Room 201

                                       

Instructor

Dr. Sharon A. Nazarchuk

Phone

(570) 504-7957

Office

Healey Hall: Room 242

E-mail

 

nazarchuks@lackawanna.edu

 

Office Hours                      

11am-12:30 on Tuesday and Thursday & by appointment

 

 

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.

Text

Santrock, John, W. (2016). Essentials of Life-Span Development. 4th Edition. McGraw-Hill Education.

Description

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.

Objectives

1. Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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.

Requirements

IN-CLASS ASSIGNMENT: 

There will be one in-class assignment worth 10% of your final grade. Students will work in groups of two or three (no more than three) and each group will cover any area in this course that they find interesting.  You do not have to approve your topic with me, but I will be happy to give you direction or answer any questions you may have regarding this project.  You will present your material during class on the assigned day.  All members of the group must participate, but I will leave the sharing of the assignments up to each individual group.  You will be graded on content, presentation, manner of dress, how much effort you have put into this project and how you respond to questions asked by the class.  You may use audio or visual props.  I strongly urge students to use PowerPoint for their presentations, but again, this is your assignment.  Due date:  Monday, March 20th.

Again, this assignment is worth 10% towards your final grade.  If you do not participate, you will be given a “0”.  I do not want to hear how you weren’t in class and didn’t know about this project since I am giving ample time (the first day of class) for you to be prepared for this work.

Requirements

Research Paper:

You are encouraged to take charge of your learning! For this project, you may choose a topic pertinent to lifespan development that piques your curiosity or it personally meaningful.

How do we know what is true about human development?

As psychological scientists, we discern what is true through observation. We are engaging in a continuous cycle of questioning current knowledge and testing new ideas.

To begin, choose a topic. Determine what age group you wish to investigate, and which aspect of development (physical, intellectual, social or emotional) upon which you will focus.

Here are some examples for your papers:

  1. How does bullying impact student achievement? Are bullied students more likely to have worse grades than their non-bullied peers
  2. How do parenting styles impact a child's level of physical activity? Are children raised by parents with permissive or uninvolved parents less active than those raised by parents with authoritative or authoritarian styles?
  3. Do children who eat breakfast perform better in school than those who do not eat breakfast?
  4. Should early entry of toddlers be banned in schools?
  5. Does too much pressure affects physical and mental development?

 

This assignment is also worth 10% of your final grade.  It should be in Times New Roman, 12-point font, double-spaced and 3-4 pages.

You can see on the class schedule when this paper is due (Wednesday, April 19th). 

Assignments are expected to be turned in on the day indicated. I will NOT accept any late papers. You are being given ample time to submit this paper.

Papers are evaluated according to the following five standards:

 

Purpose and Thesis

The paper demonstrates a thorough understanding of the assignment. A substantive central thesis is stated precisely. The essay uses effective strategies to engage the audience.

 

20/____

Organization and Structure

 

The essay unfolds in a clear, logical sequence. The transitions between paragraphs are explicit. Paragraphs are coherent and connected to the thesis statement. Sentences are stylistically varied.

20/____

Development of Ideas

 

The essay is fully supported using examples and multiple sources of sound evidence. It develops a clear perspective based on well-reasoned insights and critical analysis. Evaluative thinking is demonstrated throughout the essay.

20/____

Grammar and Documentation

 

The tone of the writing is appropriate to the assignment. Documentation of sources is consistent and accurate. Grammar, punctuation and spelling are correct. Sentence structure and verb tense are without error. Sentences are clear and concise.

20/____

Length of assignment

Paper is 3-4 pages in length with proper

20/____

 

Total points

 

 

100/_____

 

EVALUATION:

I expect students to attend class and to participate. You need to keep up with the reading and be prepared for each class.

Once you have missed the allotted number of absences, you will be dropped from the 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 classes as well. Attendance is tracked by instructors, so be sure to log on and adhere to the following scale:

# of Times Class Meets

Maximum # of Absences Allowed

3 times a week

6

2 times a week 4

4

1 time a week 2

2

Developmental Classes

DE 010, DE 020, DE 030

3

 

For students to successfully complete their college work, regular class attendance is necessary. Attendance is important to you in that the things I emphasize in lectures are often the things that show up on exams. Although those things are usually also emphasized in the text, attendance in class makes it easier to understand and learn important terms and concepts, and familiarizes you with the language I use when addressing those topics. Lax attendance also shows your attitude toward this class and its subject matter. Students with excessive absences (defined by the above scale) may be dropped from the class. For these reasons attendance will be taken at the beginning of every class period. Attendance is not counted as part of the grade, however.

I have a sign-in sheet that you must sign in order to be considered present. It is on the desk for you to sign if you come in early. I will pass it around for the first five minutes of class so if you come in later than this, you are considered absent.

I will have you sign in in blue ink and after ten minutes anyone who comes in late signs in red ink. Three red signatures count as an absence.

Excused absences are counted in with the number of absences allowed, so you are allowed six and six only no matter what the reason is (excused or not).

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 Counseling Office, 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 should stop attending or never attend an enrolled class or classes without officially withdrawing prior to the last day to withdraw without academic penalty, the student will receive a grade of F* (Failure) in these courses. 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:

Grades are non-negotiable. 

Do not phone or e-mail me at the end of the semester and ask for a grade change.  You grade will reflect exactly what you have earned. I will not give any extra credit assignments for students who did not do well all semester and then need a higher grade for whatever reason.

Do not come into the classroom late.

I will NOT tolerate students coming into the classroom late.  If you are late you will not be allowed in class and this will count as an absence.  You know class begins at 11AM so make provisions to be here on time.  Students cannot just enter the classroom whenever they feel like as it is disrupting to the class in progress.

There will not be any electronic equipment in use during the class.

All cell phones are to be put away when entering this classroom. I will not tolerate any student text messaging during class.  If you are caught doing this, you will be asked to leave the room and not return.  Headphones are to be removed before entering the classroom. I do not want to see any cell phones on your desk.

Hoods and baseball hats:

These are to be removed when you enter the classroom unless you are of the religion that you must keep your head covered. I am respectful of all religions.

PARTICIPATION:

At the college level, the role of the professor is to construct a context for learning.

Learning—and the development of the course—depends on student engagement.

Knowledge is not transmitted, but actively created.

Participation during class:

  • Note-taking.
  • Listening to your colleagues.
  • Contributing comments based on the reading.
  • Giving other students a chance to speak.

MISSED WORK AND MAKE-UPS: 

You will be responsible for any work or assignments you miss.  Your class schedule lists the dates and the material that will be covered.  Sometimes, we deviate from the schedule or we may have class in a different area, so it is your responsibility to know what is happening in class.  I suggest you get in touch with a fellow classmate if you miss class.  It is your responsibility to find out what you missed in class. The dates of the exams are clearly marked on the class schedule, but if for some reason you cannot take the exam, you must see me ahead of time to make alternative arrangements.  I do not give the same exam for make-ups nor do I give any make-up exam for the final unless you miss for a very good reason.  If you miss an exam, you have 24-hours to get in touch with me and schedule a make-up.  Do not come into class after the exam and ask for a make-up.  Again, e-mail or call me to schedule a make-up exam and to give me your reason for missing the exam. It is the student's responsibility to initiate this discussion.

Throughout the semester we have group projects which are unannounced. The project are worth different point values according to what they are. The points will be applied to the following exam. If you are not in class you cannot earn these extra points so I strongly urge you to attend class.

 

GRADING:

In-class assignment                   10%

Drug Analysis Paper                 10%

Exam #1                                     20%

Exam #2                                     20%

Exam #3                                     20%

Exam #4                                     20%

Total                                          100%

 

GRADES AND EXAMS: 

I DO NOT give you your grades, you earn them.  Please do not come to me before final grades are due and ask for extra credit assignments.  This would not be fair to those who attended classes and did well on their exams.  If you are having difficulty, see me before the end of the semester.  There will be four exams each worth 20% of your final grade, one in-class assignment worth 10% of your final grade, and one picture reflection paper worth 10% of your final grade.  The exams will cover all of the material prior to the date of the exam, but nothing from the previous exam, in other words the exams are not comprehensive.  Format of the exams are multiple choice, matching, and true/false.  The dates of the exams are clearly listed on your Class Schedule and are also listed on the portal. 

 

Below are the corresponding numerical scores and the letter grades.

Letter Grade

Numeric Range

Quality Points

A

96 – 100

4.0

A-

90 – 95

3.67

B+

87 – 89

3.33

B

83 – 86

3.0

B-

80 – 82

2.67

C+

77 – 79

2.33

C

73 – 76

2.0

C-

70 – 72

1.67

D+

67 – 69

1.33

D

60 – 66

1.0

F

0 – 59

0

 

ACADEMIC INTEGRITY:

Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated. 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. Please see the Student Handbook for a complete explanation.

The following are among the forms of dishonesty 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.

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 Mrs. 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, piggam@lackawanna.edu

Equal Opportunity and Affirmative Action inquiries: Carolyn Quinn, Affirmative Action Officer/Director of Continuing Education, Angeli Hall, Room 300C, Vine Street, Scranton PA (570) 961-7815, QuinnC@lackawanna.edu or Tony Ferrese, Affirmative Action Officer/Seeley Hall Residence Director, Seeley Hall, First Floor, North Washington Avenue, Scranton PA, (570) 504-1760, FerreseT@lackawanna.edu.  

Additional information regarding Title IX requirements and how to file a complaint with the Office of Civil Rights: Office of Civil Rights at www2.ed.gov/ocr, 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: OCR.Philadelphia@ed.gov.  

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

 

Week

Topic

Course Objective Met

Related Assignment, Assessment, or Learning Activity

January 23rd: week 1

Introductions & cover syllabus

 

 

1

Introduction

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

PowerPoint lectures with class participation and discussion; U- tube Video

2

Biological Beginnings

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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

PowerPoint lectures with class discussions

3

Physical and Cognitive Development in Infancy

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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

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

In-class research project working in groups

4

Socioemotional Development in Infancy

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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

PowerPoint lectures; Class discussion; Short U-tube video

5

Physical and Cognitive Development in Early Childhood

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

 

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

 

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

In-class project; PowerPoint Lecture with class discussion

6

Socioemotional Development in Early Childhood

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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

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

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

 

Video; PowerPoint lecture; Class discussion

7

Physical and Cognitive Development in Middle and Late Childhood

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

PowerPoint lectures; In-class project; Class discussion;

8

Socioemotional Development in Middle and Late Childhood

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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

Class discussion to enhance the PowerPoint discussions;

9

Physical and Cognitive Development in Adolescence

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

Describe adolescence as a physical and cultural phenomenon.

PowerPoint discussions with class participation

10

Socioemotional Development in Adolescence

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

Describe adolescence as a physical and cultural phenomenon.

Class participation with PowerPoint discussions;

 

11

Physical and Cognitive Development in Early Adulthood

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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

PowerPoint and class discussions; Video

12

Socioemotional Development in Early Adulthood

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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

Class participation and PowerPoint lectures

13

Physical and Cognitive Development in Middle Adulthood

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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

 

In-class project;

PowerPoint lectures with class participation

14

Socioemotional Development in Middle Adulthood

Recognize the early stages of life with emphasis on nature/nurture issues with emphasis on racial and ethnic differences.

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

Class participation and PowerPoint lecture with class discussion

Examinations

All exams are held in this room, 202, and will be multiple choice, true and false, as well as some essays. The exams will also cover the articles we read in class.

Schedule for the semester:

Monday, January 23rd: Introductions and discuss syllabus

Exam #1: Monday, February 6th

Exam #2: Monday, February 27th

In-class assignment: Monday, March 20th

Exam #3: Monday, March 27th 

Research Paper: Wednesday, April 19th

Exam #4: Wednesday, May 10th from 12:20pm-2:20pm

 

FINAL COMMENTS:

Throughout the course, each student should keep a record of his/her grades so you should have a very good idea of how you are doing.  I DO NOT change any grades unless I have made a mathematical error; you get exactly what you earn so do not ask for a higher grade because you need it to pass or to increase your GPA. 

All lectures are given via PowerPoint and these can be found on the portal.  You need to read each chapter in your text in conjunction with the PowerPoints. Each chapter of PowerPoints are on the portal so there is no excuse for not reading and studying them. The PowerPoints may not make sense unless you read the chapters.

If you have any questions or concerns, please feel free to talk to me; don’t wait until the end of the Semester to voice them.  Do not come to me before the final exam and ask what you need to pass the course. Do not come to me before final grades are due and ask for extra credit assignments to bring up your grade.  This is not fair to those who have attended class and did well on their exams and in-class assignments. If you are having any problems I will make every reasonable effort to help you.  If you want to learn about Developmental Psychology, I am willing to help you learn. Make sure you have a text and keep up with the readings and the PowerPoints.

This schedule may be changed for any unforeseen reason. Please check with a fellow student if you are not in class to know what is required for each class.

 

I wish you the best of luck with your other courses!