DEVELOPMENTAL PSYCHOLOGY
University of Tampa, Spring Semester, 2003
TTH 10:30 to 12:20
PLANT HALL, ROOM 354
BE SURE TO REFRESH YOUR BROWSER
Bob Porter, Ph.D.
Adjunct Professor of
Psychology
OFFICE AND PHONE: TBA
OFFICE HOURS:
Before and after class by appointment.
GO TO Topic Calendar WITH DATES OF LECTURES AND TESTS
Topic Calendar provides important class information which complements the Syllabus.
EMAIL: SEND EMAIL TO DR. BOB WEBSITE: Dr. Bob's Website
(Information about email and website
will be provided, in class, when these accounts are activated.)
Click SPECIAL
RESOURCES PAGES to LINK TO GRADES AND OTHER INFORMATION
Important Notes:
This syllabus represents my overall plan for the course. The exact details of content, assignments, sequence of coverage, and the dates and times of tests and assignment deadlines are subject to change. It is each student’s responsibility to monitor class progress and to be alert to announcements of changes.
If there is a
student who has special needs because of any disability, please go to the Dean
of Students, Bob Ruday, to report your needs and provide documentation of your
disability for certification. Please
feel free to discuss this issue with me, in private, if you need more
information.
Introduction
DEVELOPMENTAL PSYCHOLOGY 310 is an advanced course covering the psychological growth and development of children from infancy through adolescence. The course includes reference to major factors involved in psychological development, including genetic and other biological factors, parenting and families, peers, schools, and the larger social context. Cultural and sub-cultural aspects are addressed, as are factors associated with gender. We will first review general aspects of developmental psychology and then begin our detailed coverage with biological aspects and early development. Next we will explore, in order, emotion, language, gender differences, cognition, family, peers, and morality and related topics. In addition to the text, written assignments will include library work and reading designed to enhance the classroom experience.
[
E. Mavis Hetherington and Ross D. Parke, McGraw-Hill,
1999.
Fifth Edition: Revised by Parke & Locke
Students may find the study guide helpful. It is not, however, required.
Your final grade in the class is based upon the total points accumulated. Maximum points for four multiple-choice exams and two written assignments are as follows.
Test I: 100 Points
Test II: 100 Points
Test III: 100 Points
Special Topic Written assignment #1:
50 Points (Pass/Fail, see below)
Special Topic Written assignment #2:
50 Points (Graded)
Multiple-choice
test items will be based on a comprehensive, representative sampling of the
chapter material. The 45-minute tests
will have 40 to 50 questions, proportionally distributed among topics. Lecture material will also be considered in
the selection of test questions.
Please read the Lecture Coverage section, below, for more
information on content.
Grades
will be based on the remaining 400 total possible points. Cut-offs for A/B/C/D will be based on
90/80/70/60% of points.
An optional, written, bonus question (5 to 10 points) MAY be provided for each test. No other extra credit is available. However, you may revise and resubmit the first written assignment if you fail it. In some cases, as explained in class, additional points can be added to all students’ test scores as a “curve up”; however, there will never be a “curve down.” That is, there is no “curve” requirement that there be any given percentage of grades at different levels.
If you miss an exam for any reason, you may make it up during the final exam period. All make-up exams are 30-minute short-answer & essay exams covering the same material as covered in the missed multiple-choice exam. You may not make up more than one exam.
Two, 3- to 6-page Research Commentary, written assignments are required. For the first Commentary, you must choose a topic discussed in chapters 3 or 4, and read a primary RESEARCH article or other work on that topic. For the second Commentary, your must choose a topic from chapters 11 or 14. The first assignment will be marked Pass/Fail and will be returned with commentary. Your second assignment will be graded.
Your Commentaries should provide a brief, one paragraph summary of the work, followed by at least three pages of your own thoughtful commentary on the work. Your commentary should include: Your evaluation of the practical importance of the work, whether the major conclusions of the work are consistent with your own experience, what topics in the selected chapter the work speaks to, and what you think would be an interesting follow-up research study. You MUST attach a photocopy of the page(s)of the work that shows the source, abstract, and date of the work. DO NOT SUBMIT AN COMMENTARY THAT IS MORE THAN 1500 WORDS (about 5 or 6 pages), exclusive of photocopy; that is, your assignment is to be thoughtful, analytic, clear, and CONCISE. You may use works referenced in the text for your assignment although you may find it more interesting to examine recent issues of journals in developmental psychology. I would be happy to make suggestions.
Attendance is expected at every class. Students are advised to remember that they are responsible for material that will be presented ONLY in class and that lectures will include information that will be the focus of exams. Roll will NOT be taken after the second week; students are, however, strongly advised not to miss class. A courtesy call or email to me is appreciated if you must miss class. If I am unavoidably delayed or absent, I will notify the CLAS Dean’s Office as far ahead of time as possible and they will provide a notice at class time.
It is not possible to review all the important material in lectures. Instead, lectures will highlight ideas and concepts essential to the general topic covered in the text and/or concepts that are particularly difficult to understand. PLEASE DO NOT MAKE THE MISTAKE of assuming that only lecture material will be covered on the exams or that the lecture topics are the only ones of importance. In some cases, the instructor will designate parts of chapters that are to be covered on the test; in all other cases, exam questions may come from any part of the assigned chapter or from material in any lectures based on material in the chapter.
This is an advanced undergraduate course. As such, students are expected to already be familiar with basic ideas in developmental and general psychology. The main course objectives are to provide students with (1) exposure to more advanced perspectives on psychological development, (2) additional insight into the inter-disciplinary nature of advanced study, and (3) an appreciation of the importance of research and critical thinking skills in exploring developmental concepts more deeply. For this reason, the text is selected to provide a review of basic information, whereas the lectures are intended to provide greater depth or more detailed treatment of a few of the key or representative topics in the chapters. The lectures and assignments are also designed to help students further develop analysis, synthesis, and communication skills.
Cheating, plagiarism, copying another’s work, and any other academic misconduct will not be tolerated. The Student Handbook states: “Academic misconduct includes any activity that a student may participate in that prevents an honest representation of academic performance. All students are to conduct themselves with integrity and in accordance with the Obligations of Membership in the University community. Students as a condition of admission, agrees to abide by all University regulations contained in the University catalog, the student handbook, other University publications and notices placed on official University bulletin boards.” Any student found guilty of such offenses will be given an “F” as a final course grade. Students are responsible for being aware of official policies of the University with regard to Academic Integrity. Check with the Dean’s office if you have any questions regarding policy.
Î
Ď