DEP 3054 - Lifespan Developmental Psychology

FALL 2003  -  MW  1:30 - 2:45 pm

PROFESSOR:             Rebecca A. Marcon, Ph.D.
OFFICE:                     Bldg. 39, Room 4072 (620-1639)
OFFICE HOURS:       MW: 10:45 - 11:15 am; 2:45 - 3:30 pm; AND by appointment
EMAIL:                       rmarcon@unf.edu

PREREQUISITE:         PSY 2012  or consent of instructor

REQUIRED TEXTS:            Papalia, D. E., Olds, S.W., & Feldman, R. D. (2004). Human
                                     development (9th ed). Boston: McGraw Hill.

                                             McGraw Hill Companion Website for Papalia, Olds, & Feldman

                                             Edelman, M. W. (1992). The measure of our success:
                                     A letter to my children and yours. Boston: Beacon Hill.


GOALS:                       The purpose of this course is to:

                                     (a)  provide a broad introduction to the study of human development that
                                          will enable students to better understand human growth and
                                          changes across the life-span from conception to death,

                                     (b)  develop critical thinking and familiarity with psychological research
                                           methods used to study human development, and

                                      (c)  increase understanding and acceptance of individual differences in
                                           development.

EVALUATION:

There are nine scheduled QUIZZES which will be given in class on dates listed in syllabus. You will need a highlighter marker for each quiz. These multiple choice quizzes will cover assigned readings and will be worth 30 points each. No make-up quizzes will be given because the two lowest quiz grades will be dropped when semester grades are calculated. Therefore, a total of 210 points can be earned from quizzes.

Three scheduled TESTS are worth 125 points each. These tests will consist of identification, short answer, and essay questions. Test 1 covers introductory material and the life-span from conception through infancy & toddlerhood. Test 2 covers the life-span from early childhood through adolescence. Test 3 covers the life-span from young adulthood through death. There are a total of 375 points possible to be earned on tests. No make-up tests will be given and students are expected to be present on the day of the test (see schedule).

In order to apply material learned from this course, three PROJECTS covering different parts of the life-span will be worth 45 points each, for a total of 135 points. Projects are to be typed and are due at the beginning of class on days noted on the attached schedule. Late projects will receive feedback but NO credit. Project #1 covers infancy through childhood. Project #2 focuses on adolescence and young adulthood. Project #3 applies learning to the middle and later years of adulthood.

[In lieu of completing three applied projects, students may elect to read, outline, and critique a classic theoretically- based work in the field of developmental psychology. A list of these readings is available from your instructor. If this option is chosen, you need to obtain instructor's approval for your selection prior to the due date for Project #1. Due date for this option will be the same as the due date for Project #3.]

A TIMELINE of milestones or special dates in your own development (past and future) will be worth 20 points. Chapter 1 in Human Development, written instructions provided in class, and a possible conversation with your parent(s) will enable you to examine your own lifespan development. This timeline is due at the beginning of class on Wednesday, 9/3/03. Late papers will receive feedback but NO credit.

A written response, in LETTER format, to the Edelman text (see attached suggestions) will be worth 65 points. This letter is to be typed, and is due at the beginning of class on Monday, 11/3/03. Late papers will receive feedback but NO credit.

Class PARTICIPATION is expected of all students and will contribute up to 45 points in the final course grade. Each student is responsible for documenting his/her participation and submitting a suggested participation grade at the end of the semester. This grade is to be assigned in three parts. Participation grades are due at the beginning of class on Monday, 12/1/03.

        PREPARATION for class (i.e., completing assigned reading prior to class, studying for tests 3 or more days ahead of schedule, turning in all papers at beginning of class on due date). Students will be responsible for documenting preparation to participate, and a portion of the participation grade (up to 15 points) will be assigned accordingly.

        ATTENDANCE is another important part of class participation. If you are not here, you cannot participate. Therefore, students will be responsible for documenting attendance, and a portion of the participation grade (up to 15 points) will be assigned accordingly. Missing more than 3 days of class is below average attendance and a grade of 10 or fewer points should be assigned. Only those with perfect attendance should record a perfect grade of 15

        The remaining 15 points assess your INVOLVEMENT and can be earned by thoughtful contribution to class discussion (whole class or small groups) and/or volunteering for class demonstrations. If it is difficult for you to volunteer or talk in class, you may also document out-of-class participation for which you did NOT receive extra credit points (i.e., attending announced events/lectures, reading supplemental material, viewing suggested videos, applying new learning to real-life situations) to demonstrate your commitment and involvement in this class. Each student is expected to be an active learner who takes initiative in directing his/her learning experience in this course. However, you should also be sensitive to the class size (50 students) and that DEP 3054 is a lecture course. Quality of contribution is preferred over quantity. If you find yourself talking a great deal more than others, please be sensitive to the possibility that you may be preventing others from actively participating.

GRADING:            A total of 850 points is possible.

                                          92%   =   A   =   850  to  782

                                          90%   =   A-   =   781  to  765

                                          88%   =   B+   =   764  to  748

                                          82%   =   B   =   747  to  697

                                          80%   =   B-   =   696  to  680

                                          78%   =   C+   =   679  to  663

                                          70%   =   C   =   662  to  595

                                          60%   =   D   =   594  to  510

                                below 60%   =   F   =   below    510                       

                    NO incomplete grades will be given. If you do not believe you can finish the course, permission to withdraw must be sought through the normal University channels. If permission is given to withdraw, WP will be assigned if you have at least 60% of all possible points and WF will be assigned if you have less than 60% of all possible points at time of withdrawal.

ATTENDANCE:                Regular class attendance is the student's obligation. You are responsible for all material covered during your absence. Attendance has a direct bearing on your participation and must also be considered when assigning that grade. Missing more than 3 days of class is considered below average attendance and a grade of 10 or fewer points should be assigned.

BEEPERS/CELL PHONES:         Beepers, cell phones, and similar devices MUST be turned off or put on vibrate during class. If a beeper, cell phone, or similar device goes off in class, the person responsible will be asked to leave for the remainder of the class period.

                       "On my honor I pledge that I have neither given nor received help
                         on this work nor am I aware of any violation on the part of others."

                                                                               -------------------------------                                                                                Signature

For each assignment, make sure you understand the extent to which you may work with others. Ask if you are unsure. Any unethical interactions with individuals you observe, survey, or interview as part of your projects could be penalized by failing the course. In addition, plagiarism is a violation of the UNF Academic Integrity Code and Section 6.22 of the APA Ethical Code of Conduct. It will result in a course grade of F and possible referral to the university disciplinary committee for further action.

Allegations that the Honor Code has been violated will be investigated by your professor and when warranted an Honor Court will be convened. The Honor Court will be composed of students selected by class members in each course taught by your professor. The student(s) suspected of having violated the Honor Code will meet privately with the professor in advance of appearing before the Honor Court to explain actions and answer questions. Members of the Honor Court are honor bound to keep confidential all information discussed in Honor Court, including name of the student(s) appearing before the Honor Court. Following Honor Court the professor will inform the student(s) of her decision regarding the allegation(s) and what penalties are to be imposed. Penalties imposed for academic misconduct can be appealed within 5 days by following procedures outlined in the UNF Student Handbook. The professor will report back to each class the outcome of Honor Court and her decisiion and will offer class representatives an opportunity to share a general description of their experience with class members.

IMPORTANT DUE DATES:

9/3     Quiz #1 (Chpt 1,2)

9/3     Timeline

9/17     Quiz #2 (Chpt 3,4)

9/29      Quiz #3 (Chpt 5,6)

10/1      TEST #1 (Chpt 1-6)

10/8     Project #1

10/15     Quiz #4 (Chpt 7,8)

10/22     Quiz #5 (Chpt 9,10)

10/29     Quiz #6 (Chpt 11,12)

11/3     Edelman letter due

11/5     TEST #2 (Chpt 7-12)

11/10     Project #2

11/17     Quiz #7 (Chpt 13,14)

11/26     Project #3

11/26     Quiz #8 (Chpt 15,16)

12/1     Participation Grade Due

12/3     Quiz #9 (Chpt 17,18,19)

12/8     TEST #3 (Chpt 13-19)

REMEMBER, late papers receive feedback but NO credit.
All papers are due at the BEGINNING of class (1:30) on date noted in syllabus.

If you are in an age group younger than Edelman you could:

a) select 3 of the lessons for life and respond to these from the perspective of your age group, or

b) suggest 3 life lessons that Edelman's generation could learn from young adults of today, or

c) write a letter to an age group/generation younger than yourself with 3 life lessons you have already learned that you would like to leave as a legacy to those who have not lived as long as you have.

If you are in the same age group as Edelman you could:

a) write a letter to your own children detailing the legacy you have brought to your family and 3 additional life lessons you wish to share with them, or

b) select 3 of Edelman's lessons for life that you have either already learned or are still learning and write of how your life journey has helped you with this learning, or

c) suggest 3 life lessons to the previous generation (i.e., your parents) that they could have learned from your generation.

If you are in an age group older than Edelman you could:

a) write a letter to your middle-aged children suggesting 3 additional life lessons you have learned in your senior years that you hope they will learn before they die, or

b) write to your grandchildren to share with them the family legacy across several generations which you hope they will pass along to their children, or

c) write a letter to your parents (living or deceased) about 3 life lessons you have learned from them.

In any age group you could:

a) use Edelman's and your own policy concerns to write a letter to your local, state, AND federal representatives (3 different letters) regarding pending and/or suggested legislation on behalf of America's children. Be sure to make your letters relevant to the concerns and within the realm of authority appropriate for each level of government official you address.

[Note. While letter content is the most important factor in grading, spelling and grammatical correctness will also be considered in assigning points for this letter. Be sure to thoroughly proof read your work before it is submitted! Minimum length: Two Full Pages Typed.]

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