Course Syllabus

 

Arts, Humanities, Social Sciences and Developmental Studies Division

 

1629 PSYC& 200 – Lifespan Psychology (5 Credits)

Fall 2019

12:30pm to 1:20pm M,T, W, Th, & F            Class Location 13-222

Professor/Contact Information

Samuel Taylor, PhD

I/O Practitioner

Office Hours Tuesday and Wednesday 11:30am-12:20 pm

staylor@tacomacc.edu(Not Answered on Weekends)

Work: 253.460.4399

Office Location:  Building 18, AFC (202)

Catalog Description

(Formerly PSYCH-206) An examination of the physical, social, emotional, and intellectual development of the human from conception to death. (multicultural content)

PREREQUISITE(S):

                        PSYC& 100 & ENGL& 101 (C or better)

Course Overview

Lifespan Psychology is an examination of the physical, social, emotional, and intellectual development of the human from conception to death. This class is a multicultural credit fulfillment class for degree purposes.  In this course learners will gain an understanding of the science of human development, from conception to death human beings are constantly changing in the biosocial, cognitive, and psychosocial development realms and this class will explore development theory in all of these areas.  Just as important to any other theory is the cultural impact that occurs in development and participants will be able to better demonstrate an understanding of development across the lifespan and across cultures, explain the interaction between genetics and environment on development, and identify how the physical, cognitive, social, and cultural influences of human development are intertwined.

Degree Learning Outcomes and Program Learning Outcomes

Degree Learning Outcomes

Upon successful completion of the degree, the student will be able to:

• Core of Knowledge (COK)

Demonstrate a basic knowledge of each of the distribution areas (Written Communication, Humanities, Quantitative Skills, Natural Sciences and Social Sciences; or, as applicable, specific professional/technical programs), integrate knowledge across disciplines, and apply this knowledge to academic, occupational, civic and personal endeavors.

• Communication (COM)

Listen, speak, read, and write effectively and use nonverbal and technological means to make connections between self and others.

• Critical Thinking and Problem Solving (CRT)

Compare, analyze, and evaluate information and ideas, and use sound thinking skills to solve problems.

• Information and Information Technology (IIT)

Locate, evaluate, retrieve, and ethically use relevant and current information of appropriate authority for both academic and personal applications.

• Living and Working Cooperatively / Respecting Differences (LWC)

Respectfully acknowledge diverse points of view, and draw upon the knowledge and experience of others to collaborate in a multicultural and complex world.

• Responsibility & Ethics (RES)

Demonstrate and understanding of what constitutes responsible and ethical behavior toward individuals, the community, and the environment

Program Learning Outcomes

Upon successful completion of the program, the student will be able to:

1. Demonstrate knowledge of some major empirical findings of the social sciences (COK).
2. Demonstrate an understanding of some of the concepts, theories, and methods used within the social sciences to understand human behavior/events (COK, CRT).
3. Objectively identify some social variables that have shaped one's own point of view (COK, COM, CRT).
4. Engage with or accurately represent a point of view that is different from one's own (COK, COM, CRT, LWC, RES).
5. Apply concepts and tools from the social sciences to explain or analyze a social phenomenon, process, event, conflict, or issue (COM, CRT, IIT).
6. Evaluate the quality/credibility of information from various kinds of sources (academic, journalistic, popular media) (CRT, IIT).
7. Present social science information according to appropriate academic standards (COM, IIT).

Course Learning Objectives

Upon satisfactory completion of the course, students will be able to: 

1. Demonstrate understanding of the developmental changes in behavior and mental processes across the lifespan and across cultures. M, PLO: 1 2 5
2. Explain the interaction between genetic and environmental (including cultural) influences on human development. M, PLO: 2 5
3. Identify the physical, cognitive, social and cultural influences of human development and how they are interrelated. M, PLO: 2
4. Discuss different developmental events from the perspective of the major theories of development - cognitive, learning, humanistic and psychoanalytic. PLO: 1 2 5
5. Understand how research contributes to the understanding of human development and how research findings can enable students to be more objective about human development. PLO: 5 6
6. Explain contextual variables such as culture, race, class, gender, and ability, and discuss how they influence developmental pathways. M, PLO: 3 4 6
7. Explore specific developmental events and milestones (such as birth, learning, schooling, partner search, rites of passage, parenting, retirement and death) from a cross-cultural perspective. M, PLO: 1 2 5
8. Identify their own cultural socialization processes and how they contribute to their own development. M, PLO: 3 4 5
9. Analyze and interpret complex and interrelated systems of development. M, PLO: 1 5

Instructional Methods

This class will utilize traditional lectures, recorded lectures, podcasts, audio-visual media, small group activities, reflective assignments, virtual reality, and team presentations.

Textbooks & Materials

 

Online Text will be Lifespan Development: A Psychological Perspective by Lally and Valentine French

PDF will be provided for download in Canvas along with Links to Digital Version

https://open.umn.edu/opentextbooks/textbooks/lifespan-development-a-psychological-perspective

Supplies

3 Scantron 882-E

#2 Pencils for pop quizzes

Technology

You will use the Tacoma Community college eLearning online system, called Canvas, to complete this course. Please complete the Canvas tutorial at http://www.tacomacc.edu/onlineclasses/weekzero.aspx.

Students will need access to a computer to log into Canvas, to retrieve articles for class assignments, to email team members and the professor, to complete weekly activities, and to complete and submit written assignments. All written assignments must be submitted through Canvas assignment area in Word format only, no email of papers (does not apply to extra credit).  Papers will be returned through Canvas with comments included.  This class utilizes open education resources (OER) and students will need Internet access for activities and access to digital copy of book.

Weekly Reading and Assignments

No Class on October 23, November 12, 21, 22, and 23

Module	Reading	Assignment	Assessments
One	Chapter 1: Introduction to the Lifespan	Theory Maps, learners will complete three theory maps that demonstrate who founded the theory, the perspective (i.e. psychoanalytic, behaviorist, etc.), what develops, how development proceeds, key principles, and key terms associated with theory.  LO4   Discussion Question 1: Learners will analyze a research finding and identify what type of research was utilized, what flaws are present in the design if any, discuss limitations of research design LO5	Module One 20 question multiple-choice quiz to be completed online covering course readings and lecture LO1, LO2, LO4
Two	Chapter 2: Heredity, Prenatal Development, and Birth	Discussion Question 2: Learners will complete a discussion on the documentary Project Nim and demonstrate understanding of nature vs nurture, genetic predisposition, and research design. LO2, LO3, LO4, LO5	Module Two 20 question multiple-choice on prenatal development, teratogens, and birth. LO2, LO3, LO5
Three	Chapter 3: Infancy and Toddlerhood	Reflective Activity 1: Learners will select a book that they recall from their childhood and read it again. Then explain key development concepts observed such as egocentrism, centration, separation issues, etc. LO4, LO8	Exam One: Learners will complete a comprehensive online 50 question exam covering the first three weeks readings, lectures, and videos LO1, LO2, LO3, LO4, LO5
Four	Chapter 4: Early Childhood	Small Team Video Presentation 1: Small teams assigned will present 10-15 minute video review of Would You Be My Neighbor with assigned question sheet on media diet, cognitive design utilized by Fred Rogers, cultural impact of Mr. Rogers show design, and reflection of personal experience related to the show and documentary LO1, LO6, LO8, LO9	Week Four 20 question multiple-choice quiz on chapter four readings and lecture. LO1, LO3, LO5
Five	Chapter 5: Middle Childhood	Film Review 1: Learners will complete a film review, either a 3 to 6 page paper or 10-minute video discussion, on either Buffalo Girls or Schooling the World using Bronfenbrenner’s Ecological Systems Theory to explore the cultural impact on development in early childhood. LO1, LO2, LO6, LO7, LO8, LO9	Week Five 20 question multiple-choice quiz on chapter five readings, lecture, and video. LO1, LO3, LO5
Six	Chapter 6: Adolescence	Small Team Presentation 2: Utilizing theories and milestones on physical, cognitive, and psychosocial development small teams will design a better high school and present their ideal design in a 10-15 minute video. LO1, LO6, LO7, LO8, LO9	Exam Two: Learners will complete a comprehensive online 50 question exam covering the weeks four through six readings, lectures, and videos LO1, LO2, LO3, LO4, LO5
Seven	Chapter 7: Emerging and Early Adulthood	Film Review 2: Learners will complete a film review, either a 3 to 6 page paper or 10 minute video discussion, on the film Black Irishusing Bronfenbrenner’s Ecological Systems Theory to explore developmental themes on at least three characters from the movie. LO1, LO2, LO6, LO7, LO8, LO9	Week Seven 20 question multiple-choice quiz on chapter seven readings, lecture, and video. LO1, LO3, LO5
Eight	Chapter 8: Middle Adulthood	Adulthood Interview Paper: Learners will find a family member, member of the community, or someone else in middle adulthood and conduct an interview to explore development as seen through the eyes of the participant, interviews are structured and questions provided for this assignment with a focus on culture, cohorts, and socioeconomic status.  Findings will be written up in a 4-6 page paper and will learners must discuss what developmental themes that were observed in the interview.  LO1, LO3, LO4, LO6, LO7, LO9	Week Eight 20 question multiple-choice quiz on chapter Eight readings, lecture, and video. LO1, LO3, LO5
Nine	Chapter 9: Late Adulthood	Film Review 3: Learners will complete a film review, either a 3 to 6 page paper or 10 minute video discussion, on the film Nebraska using Bronfenbrenner’s Ecological Systems Theory to explore developmental themes on at least three characters from the movie as they related to middle and late adulthood. LO1, LO2, LO6, LO7, LO8, LO9	Week Nine 20 question multiple-choice quiz on chapter Nine readings, lecture, and video. LO1, LO3, LO5
Ten	Chapter 10: Death and Dying	Deathbed Reflection Discussion: Learners will review multiple obituaries in papers and online, then they will write their own obituary as if they had died that day, no embellishment of future successes, and answer reflective questions on the experience of looking at their life as if it ended.  What did they include that others had, what did they leave out that others included, what did they learn from looking back on their life? LO1, LO7, LO8, LO9   Final Team Presentations: Throughout the quarter learners will work in their assigned teams to prepare a final presentation on an assigned stage of development, i.e. infancy, early childhood, etc., that includes: two thirty-minute observations and thirty-minute interviews of subjects in the assigned age group.  The presentation will present the findings of the observations as they demonstrate the interplay of physical, cognitive, and psychosocial development in addition to culture and socioeconomic status differences.  Presentations should be 15-20 minutes, utilize a visual aid such as PowerPoint, and all team members must contribute to the final work.	Exam Three: Learners will complete a comprehensive online 50 question exam covering the weeks seven through ten readings, lectures, and videos LO1, LO2, LO3, LO4, LO5

 

 

Accommodations

If you have established disability accommodations with the Access Services office, please share your approved accommodations with me at your earliest convenience. You can request that Access Services email your Letter of Accommodation to me, or you can provide me with printed copies. 

If you have a disability or health condition and have not established services, please contact Access Services at (253) 460-4437 or access@tacomacc.edu. 

Access Services coordinates reasonable accommodations for students with disabilities.

 

Reasonable Accommodations for Religion/Conscience: Students who will be absent from course activities due to reasons of faith or conscience may seek reasonable accommodations so that grades are not impacted. Such requests must be made within the first two weeks of the quarter and should follow the procedures listed in the Leave for Faith & Conscience policy webpage.

Evaluation Criteria and Grading Standards

Your final course grade will be based on the total points earned from the weekly quizzes, homework assignments, papers, and presentations. You may use Canvas/Reports to gain immediate access to your current class progress.  Grades will be assigned by using the following scale, and based upon your earned percentage of the total possible points.  Attendance is important and if you are not in class you cannot learn, more importantly if you have not previously arranged an absence with me then you will not be able to make up any quizzes that you may miss.

 

	80-86.9%    =                B	67-69.9%    =                D+
90-100% =  A	77-79.9%    =                C+	64-66.9%    =                D
87-89.9%    =                B+	70-76.9%    =                C	Below 64 =  E

 

Quizzes                       7@ 20 points each.............. .140

Activity/Participation10@20 points each............. .200

Weekly Online            10@20................................. 200

Presentation                                                            200

Film Reviews                                                            225

Exams                                                                      300

Pop Quizzes                Up to 4@20 points each........ 80

Total Points Possible............................................ 1345

Drops, Withdrawals, and Incompletes

Drops: Drop transactions up through the third day of the quarter can be completed through the college web site. There will be no entry regarding this class on the transcript. An add/drop form is required for transactions from the fourth through the tenth instructional day of the quarter (professor's signature is not required for a drop during this period). Submit form to Enrollment Services on or before the tenth instructional day of the quarter. There will be no entry regarding this class on the transcript. See the TCC Website for additional information on Add/Drops, including procedures for the 11th instructional day and beyond.

Withdrawals:Friday, November 16 , 2019 is the last day to withdraw with a grade of “W,” and professor signature is required; for online courses, an e-mail from the professor is usually acceptable. Medical or military withdrawals may be granted in cases where a student experiences a serious unanticipated illness or medical emergency or is called up for active-duty military service. Petition forms are available at Enrollment Services in Bldg. 7. Written documentation must be provided at the time the petition is submitted. Refunds will not be granted for requests received after the quarter has ended.

Administrative withdrawals are initiated by the college to withdraw a student for disciplinary reasons, failure to meet academic standards, or other exceptional causes. Students who are administratively withdrawn for disciplinary reasons or failure to meet academic standards are not eligible for a refund of tuition. (See Grade Policies for Course Repeat and Course Audit options.)

Incompletes: The 'I' grade is given at the discretion of the professor when the student has completed more than 60 percent of the quarter and has a plan to finish remaining course work. Incompletes will only be considered in extreme cases; it is rarely in a student’s best interest to receive an “I” grade, and doing so may affect financial aid benefits. The student and professor must fill out a contract form which contains the specific requirements to be completed, the time allowed for completion, and the grade to be assigned if the contract is not completed. One copy of the contract will be retained by the professor, one given to the student, and one given to the department chair or division dean. The 'I' grade will revert to 'E' if not completed within one year.

Academic Dishonesty

TCC Students are expected to be honest and forthright in their academic endeavors. Academic dishonesty is inconsistent with the values and mission of Tacoma Community College. Cheating, plagiarism, and other forms of academic dishonesty are violations of the Code of Student Conduct. Sanctions for acts of academic dishonesty committed in this course are as follows: As stated in the TCC Catalog, ‘Students are expected to be honest and forthright in their academic endeavors. Cheating, plagiarism, fabrication or other forms of academic dishonesty corrupt the learning process and threaten the educational environment for all students.(pg. 33) In this course, sanctions for academic dishonesty will be as follows may include a zero (no credit) for the assignment or, if offense is substantial and/or repeated, no credit for the course.

Classroom Policies

Study effectively by self-testing. Each section of the text begins with few learning goals. Read the material, trying to understand the underlying ideas. A few minutes later, go back to the page and see if you meet the set goals.

This is a fast-paced class in which you will be given a good deal of autonomy. Consequently, you will need to be responsible for managing your time appropriately, and to contact the instructor in a timely manner if any circumstances arise that interfere with your ability to participate fully in class.

Attendance: Attend all class meetings and come to class ON TIME.  Your presence (physical as well as psychological) in the class contributes significantly toward your final grade in the course as I cover a lot of material in class that cannot be found in the readings. More than three unexcused absences or late attendances will lower your grade one full letter grade, five or more absences is an automatic fail.To have an absence or tardy considered as “excused”, you must discuss it with me PRIOR to the absence or tardy, unless it is an emergency. Excused absences include doctor’s visits, family emergencies, and sometimes work-related issues. If you miss class, please a) inform me via Canvas inbox or TCC email, and b) connect with your classmates before the next class to find out what you missed.  I highly recommend that you get the names and contact information of at least one or two of your classmates so you can contact them for any assignments or notes you may have missed in your absence.

Class Friend 1_________________________                Phone_______________________

Class Friend 2_________________________                Phone_______________________

 

Preparation: You should come to class having done all the assigned reading(s) and homework, and you should always bring the proper supplies with you daily including the reading, class slides, paper to take notes on, scantron, and pen(cil). Note that the standard expectation for homework is two hours outside of class for each hour spent in class.

Email communication: Please type your course and section number (PSYC&100 A) in the subject line of any email you send to me. Questions appropriate for an email are those that can be answered with 1-2 sentence replies. Anything longer than this (e.g., an explanation of a concept) requires a face-to-face meeting. Please do not expect prompt replies to emails sent to me over the weekend or less than 24 hours before an exam.

Please wait 24 hours after receiving a grade that you may disagree with to email me.

Assignments: All extra credit assignments, papers, or homeworkmust be typed, printed out, stapled, and handed in at the beginning of class. Emailed assignments are NOT accepted for extra credit or weekly and scheduled assignments. All major due dates are indicated in this syllabus as well as on the Canvas calendar. Regular assignments and weekly online activities must be submitted through canvas in the appropriate assignment area, no printed or hand written copies of work will be accepted in person or online.

Late Work: I believe that one of the major lessons students take away from college is the importance of meeting deadlines. As a result, NO late work will be accepted unless you have had it approved by me BEFORE the due date. Late work will receive a zero grade.  This includes turning in a corrupted computer file or incomplete, partial, wrong document etc.

Contribution: Learning about each other’s experiences and perspectives is an integral part of the learning process in this course. I believe that you will learn a lot about yourself and your fellow classmates. Therefore, you are expected to be an ACTIVE participant in our learning environment. An active participation can include contributing to discussions, but can also mean getting to class ON time, taking notes, listening to your peers, and coming to class prepared. You should do your best to contribute to class discussions and group activities. Please raise your hand whenever you’d like to contribute your opinion (unless told otherwise), and do not talk out of turn(no side conversations/ whispering to your neighbor or giving your unsolicited opinion without raised hand).

Classroom Etiquette: All electronic devices are prohibited in the classroom at all times. This includes cell phones, blackberries, laptops, I-pods/mp3 players, etc. If you need a laptop to take notes, I will need prior verification. All texting devices must be in silent mode and placed in your bag for the duration of the class. Please note that texting, excessive talking, sleeping, or other disruptive behavior is not only disrespectful to me, it is also disrespectful to the classmates around you. Your participation grade will be affected and lowered by these types of behaviors.

Respect: I expect that your behavior in the classroom be respectful. Learning about diverse experiences is central to this course, so it is of the utmost importance that you respect your classmates’ experiences, differences, and opinions. In order for us to learn from each other, we have to allow each other to make mistakes and to offer unpopular positions for debate. This is a college classroom and as such, I expect students to behave as ADULTS. I do not tolerate excessive talking or whispering, consistent late arrivals, or early departures. Students who are disrespectful to their classmates or the instructor will be asked to leave class and will be marked absent until arrangements are made with the instructor to return to class and will result in your participation credit lowering.

Academics not Therapy:  The course involves the academic exchange of general ideas, theories, and research data related to the topic of Psychology. Thus, it may touch on topics that are personally relevant to some individuals.  I am happy to aid you as a resource and help you find necessary resources. However, this course is not a therapy setting and it does not provide the typical safeguards of privacy found in a therapy setting.  Consequently, it is important to learn to distinguish “who, when, and where to share private information”.  If a student has a personal experience that may add to the class discussion, please do not identify the name or identity (sister, ex-husband…) of the people involved. It is acceptable, preferred, and encouraged that you utilize a ‘general reference’ such as: “There is a person that…; I know someone that…”  As has occurred in the past, if a student discusses personal information that I consider to not be appropriate for class, I will re-direct the conversation and speak with the person about resources outside of the classroom that may be helpful. One of the most important ethical considerations that you will learn about if you continue in this field is that of confidentiality and appropriate boundaries.

Use of Technology in Class:Last, there is no use of technology in the classroom for note taking, do not use a cell phone or any device to take a picture of the screen, obtain permission from me prior to recording in any fashion, and do not use laptops or tablets to type notes.  Classroom notes must be handwritten

Wireless Devices & Personal Computers:All wireless devices are to be turned OFF and out of sight while in this classroom. Students whose cell phones ring, who engage in sending or receiving text messages, check emails, are seen wearing ear-buds, or are using electronic devices for any purpose will be asked to remove themselves from the classroom for the remainder of the class period. Repeated issues with learners will be result in referral for student conduct violation.

Etiquette for Classroom Dispute Resolution/Student Conduct

If you have questions or concerns about this class or about your professor, please talk with me about your concerns. If we are unable to resolve your concerns, your next step would be to contact the Department Chair, Dr. Craig Cowden, Bldg. F2, (253) 460-4327.  The Chair can assist with information about additional steps, if needed. Admission to Tacoma Community College carries with it the expectation that the student will conduct himself/herself as a responsible member of the academic community and observe the principles of mutual respect, personal and academic integrity and civility. The Code of Student Conduct establishes rules governing academic and social conduct of students, including due process rights. Violations of the Code may result in dismissal from class for the day and/or referral to the Student Conduct Administrator for sanctions.

Caveats

This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are absent from class, it is your responsibility to check for announcements made while you were absent.

Closing Thoughts

Quizzes and Examsare based on the text, lectures, & videos. You are responsible for the basic concepts and applying them. Quizzes and Exams will be completed by you in class using a scantron or online prior to due date using Canvas and may require Respondus Lockbrown Browser with multiple choice, true/false, matching, fill in the blank, and potentially essay portions. Each quiz is 20 questions and will be timed.  Each quiz will be worth 20 points.  If you do not take the quiz there will be no re-take option.

When you are doing the reading, try to apply the principles to your own life.  Think of examples from the world around you. This helps you understand the principles and remember them more effectively.  Many students find that reading the chapter more than once enables them to understand the concepts more clearly. Underlining and highlighting material in the text is useful for some students.

Late assignments are not accepted.  Please be sure that the date stamp on the submission in Canvas reflects that you submitted the assignment prior to the submission deadline.

All assignments must go through Canvas and I will grade for grammar and spelling along with content and format, see rubric for each assignment.  Do not email your assignment, it must be submitted through Canvas in the appropriate drop box or assignment area; if Canvas is not working properly then notify me immediately.  All assignments will go through a plagiarism-checking tool.

If CTCLink is down Canvas is still accessible at tacomacc.instructure.com

Final Grade Grievance

Students who believe they have received a final course grade that has been awarded improperly or in an arbitrary or capricious manner may grieve or appeal the grade. Details of the process are located on the TCC Portal at: Final Course Grade Appeal Process