S204

PSY 205-01 and -02

TR 8:30-9:45 and 12:45-2:00

Instructor:  Mary Kay Fleming, Ph.D.

E-mail:  mary_kay_fleming@mail.msj.edu

Office and Office Hours:  Classroom 12 / Tuesdays and Thursdays 10-11:15

Phone:  Office 513-244-4945; Home 859-331-0991 (before 9pm only, please)

If you must leave a message, please use my home phone or e-mail only as these are checked most often

Pre-requisite:  Successful completion of PSY 103 or equivalent

Required Text:  The Developing Person Through Childhood and Adolescence, 6th ed., by Kathleen Stassen Berger.  New York: Worth Publishers, 2003.

Course Description and Student Learning Outcomes

Human development is an exciting and dynamic process that begins at conception and continues until death. PSY 205 covers the first part of that lifespan (continued in PSY 206). In this course, you will be introduced to scientific discoveries and theories about physical, cognitive, and psychosocial development. My goals are that you master the major concepts, theories, and milestones of development, think critically about the science of human development, and apply your learning to novel situations, particularly in your family and professional life.

For a full list of baccalaureate-degree learning outcomes, visit: www.msj.edu/catalog/0305/core.htm

Instructor’s Methodology and Commitment

Classes will feature a variety of methods including lecture, discussion, and media. The independent reading demands of this class are substantial; however, the vast majority is self-explanatory. Assigned readings provide the foundation for work we do in class. Group time is used to think critically, apply the material, and discuss novel examples, not to introduce the material to a naïve audience. I make the following commitments to you about the course:

1.   I will prepare each class carefully and thoroughly, emphasizing the relevance of the material for your life.

2.   I will accommodate all reasonable requests to facilitate your learning. Please let me know immediately if you require any modifications in the learning environment.

3.   I will respond promptly to requests made via e-mail or home phone.

4.   I will return tests and papers, with appropriate feedback, as quickly as possible.

5.   I will provide information to help you calculate your cumulative course grade after each test is returned.

6.   I will maintain high expectations for your performance (including academic honesty) and help you to achieve those standards.

Student Responsibilities

1.   Read all assignments on time, attend each class, participate fully, demonstrate respect for others.

2.   Collect notes, handouts, etc. from a fellow student if you must miss class.

3.   Contact the Academic Performance Center immediately for peer tutoring if needed.

4.   Ask for any accommodations needed to support your learning.

5.   Observe classroom etiquette: arrive promptly, silence all electronic devices, use your laptop ONLY for purposes related directly to class. (The use of laptops for instant messaging, e-mail, games, or Internet access is distracting and disrespectful to others. It may take place only outside the classroom.)

6.   Read the College policy on Academic Honesty (www.msj.edu/catalog/0305/acad_policies.htm#honesty) and abide by it.

Assessment of Student Learning

Students will have many opportunities to demonstrate their learning:

·        Daily Reading Quizzes/Activities

Each day, there will either be a 3-pt. quiz or activity covering assigned reading or material from the previous class. Quizzes will cover fundamental concepts and should be very simple for anyone who has read the assignments and attended class.

·        Unit Tests (and the “Second-Chance Unit Test”)

There will be a 50-pt. test on each of five “units” (several chapters each). Tests are comprised largely of objective items (multiple-choice, matching, fill-in) and a few short-essay items, and are designed to assess Learning Outcomes #1-7. Test reviews will be distributed one week in advance. Useful study aids can also be found at the text website, http://bcs.worthpublishers.com/berger6e/ A maximum of one Unit Test may be retaken (in essay format) – a “second-chance unit test” – during the Final Exam period to replace a disappointing grade, if desired, so long as you have taken all the Unit Tests on time. Students who have missed a Unit Test MUST take the second-chance test in order to replace the missed grade. See below for additional details.

·        Integrative Essay

One major paper, designed to assess Learning Outcomes #8 and 9, is required during the semester. In it, you are asked to choose a controversial issue and demonstrate how developmental theory/research has or should have affected decisions or policies on that issue. Read the websites suggested below, choose an issue that interests you and then make a list of the concepts, theories, and research findings we have read or discussed that relate to your topic. Then talk to me about it to make sure that you’re on the right track. The completed Integrative Essay should be carefully written, packed with information, and carefully edited to reduce it to two double-spaced pages (not including references). A scoring rubric will be distributed ahead of time. It will be difficult to meet the requirements within two pages but that is the point – you will need to revise and condense in order to be clear, thorough, and succinct. Below are a few resources to prime the pump:

o                   The Children’s Defense Fund (www.childrensdefense.org) – read the opening page, click around, then explore www.childrensdefense.org/issues.php.

o                   The World Health Organization (www.who.int/en), particularly the “Health Topics” link.

o                   Zero to Three organization www.zerotothree.org and/or www.betterbabycare.org for infant and early childhood issues.

o                   American Psychological Association, www.apa.org, particularly anything child-related within the “Topics” navigation bar at the right.

o                   American Academy of Pediatrics, www.aap.org, for health-related issues.

o                   National Association for the Education of Young Children, www.naeyc.org, for issues related to young children in daycare; note particularly the “Public Policy” link.

o                   For specialized interests, try: www.nida.nih.gov on drug abuse, www.tobaccofreekids.org on tobacco, www.lionlamb.org on violence in the media.

Your Essay topic and a short paragraph about it are due by 5PM on March 11 (submit via e-mail if not during class time). The final Integrative Essay is due on April 15 via e-mail.

Each course requirement carries some point value; the total number of points you earn determines your final course grade. Grades are assigned according to the following scale:

Grades in the C range represent work of average quality. Bs are awarded only for above-average performance; As are relatively rare and are earned when work is truly excellent. The approximate value of various course requirements follows:

Make-up, Late, and Extra-Credit Policies

Reading Quizzes/Activities:  Quizzes/activities are offered only at prescribed times during class and cannot be completed later. At the end of the semester, I will count three quiz/activities as “extra credit” opportunities – that is, I will not figure them into the maximum possible points for the course. However, you keep all the points you’ve earned for quizzes/activities! So, if you take all the quizzes, you can earn up to 9 extra-credit points.

Tests:  I do not give make-up tests because of the extraordinary time investment in creating alternate forms of objective tests. However, if you must miss a Unit Test due to an emergency or illness, you will take the “second-chance unit test” during the Final Exam period to replace that grade. This test covers the same material as the original test in essay format. If you arrive late for any test, you will be permitted to take the test so long as students have not completed the test and left the room. Once students have left the room, the test is in the public domain and cannot be taken by students arriving late.

Integrative Essay:  This assignment will be accepted until 5 PM on the due date. If not submitted during class, it must be e-mailed to me (mary_kay_fleming@mail.msj.edu) as a Word attachment.

Extra-Credit:  My philosophy about extra-credit is that you should accumulate these points throughout the semester as a little extra “money in the bank” in case of a borderline grade, not at the end when any heroic efforts would detract from studying for tests or writing papers. Therefore, I offer extra-credit opportunities on all tests and assignments. Take advantage!

Evaluation of Course and Instructor

You are always welcome to talk to me about course requirements, policies, and grades. On two occasions during the semester, I will formally ask you to write your evaluation of readings, lectures, assignments, tests, etc. Your suggestions are appreciated and will be used to improve the quality and relevance of the course.

TENTATIVE COURSE CALENDAR

        Please note:  Syllabus and calendar subject to change at instructor’s discretion. Changes will be announced in class.