Title: Kellogg Community College
Author: Shawn Talbot
Last saved by: kcc
Company: PINES BEHAVIORAL

INSTRUCTOR:	Shawn Talbot, Ph.D., A.B.D.		Office Hours: 	Main Campus         Mon. & Wed.    
	9:00 – 10:00 
OFFICE:	A-Building 139 - J				Grahl Campus         Tues.	 8:00 – 9:00											12:15 – 12:45											4:00 – 5:00
PHONE:	269.965.3931  ext. 2220				       
E-MAIL:	talbots@kellogg.edu		   		Virtual Office	   Thur.	 8:30 – 10:00	
WEB PAGE:	http://academic.kellogg.edu/talbots			Appointments can be made for times 
								outside of these hours.
				      
COURSE DESCRIPTION AND ASSIGNMENT SCHEDULE
PSY 220 – Developmental Psychology

DESCRIPTION OF COURSE:  Psychology is the science of behavior.  Developmental Psychology will therefore study the physical, cognitive, psychosocial and behavioral development throughout the lifespan.  Emphasis is on the normal changes in human behavior that result from continuous interaction of maturation and experience.  

LENGTH:  One Semester – 3 credit hours
TEXT:  Lifespan Development, 5^th  Edition,  Bee & Boyd,   Allyn & Bacon, 2003, 2006, 2008
SUPPLEMENTARY MATERIALS:  Supplementary materials (study guide) may come packaged with the text.  Although they are not required, students may find them of benefit. 
Prerequisites
PSYC 201

Learning Outcomes
Core Abilities
A. | Distinguish between the positive and negative implications of physical, mental, and community health principles on individual and community wellness.

General Education Outcomes
A. | Analyze the impact of lifestyle choices on physical and/or mental wellness.
B. | Analyze the influences that impact physical and/or mental wellness.
C. | Analyze the behaviors of a community, its leadership, and the individuals that influence individual and community wellness.
D. | Identify the relationships between physical and mental health.

Competencies
1. | Students will learn how the science of human development came into being. Each will also learn about the key issues in the scientific study of development. Additionally, students will become familiar with the research designs and methods used by developmentalists.
2. | Students will learn about the three major families of theories. Class discussions will also focus on current theoretical trends in the field of human development, and how developmental psychologists compare theories.
3. | Students will be able to explain the beginning of the developmental process: conception, prenatal development, and birth.
4. | Students will examine the processes through which a new-born develops motor skills, begins responding to a variety of sensory stimuli, and accurately perceives the world around her. Students will also learn about Piaget's explanation of the universal changes in thinking in the first two years of life.
5. | Students will compare and contrast the major theoretical perspectives that inform research on infant's social and personality development.
6. | Students will learn about the subtle physical and motor changes, as well as the numerous advances in cognitive and language development during early childhood. Additionally, students will examine how the psychoanalytic and social-cognitive perspectives differ in their explanations of social and personality development during this period.
7. | Students will examine the physical changes, including those in the brain, that happen between ages 6 and 12. Students will also learn about how children's linguistic abilities expand during these years and how children acquire the developmental foundation of adult logic and memory. Likewise, students will learn about the psychoanalytic and sociological approaches to social and personality development.
8. | Students will explore how the reproductive system, the brain, and other body systems change during adolescence; what changes take place in their cognitive abilities, and how do adolescent's memory skills differ from those of younger children. Finally, students will learn about changes in self-image and learn how adolescent' relationships with parents and peers change.
9. | Students will learn how physical and cognitive functioning changes from early to late adulthood, along with changes in social networks and personal relationships.
10. | Students will learn about the physical, psychological, and social aspects of death. Class discussion will explore how children's and teen's understanding of death differs from that of adults. Students will also examine how individual's responses to their own impending deaths and to the deaths of loved ones.

ATTENDANCE REQUIREMENTS:  Attendance is the responsibility of the student.  If a lecture is missed, the student is responsible for the material covered.  When repeated or extended absences reach levels where successful completion of the course is jeopardized, an “excessive absence” report may be completed. Attempts to contact the student to resolve the problem may be made prior to such.  Continued absenteeism may lead to administrative action. 

DERIVATION OF STUDENT GRADE:

	GRADING SCALE							  
	A	94 – 100				
	A-	91 – 93				
	B+	88 – 90				
	B	84 – 87				
	B-	81 – 83				
	C+	78 – 80				
	C	74 – 77				
	C-	71 – 73				
	D+	68 – 70				
	D	64 – 67				
	D-	61 – 63				
	F	60 & below			

Exams:  Mid-term		Final		

Quizzes    	     	          	               	       	                               	

Observation Paper		

Prevention Project	              			

Participation 		

INCOMPLETE:  Students will receive a grade of “I” when illness, unavoidable absence, or extenuating circumstances (acceptable to the instructor) prevent completion of course requirements.  Upon completion of the remaining course requirements, the “I” grade will be lifted and the earned grade recorded.  To receive the grade of “I” the student must have completed 70% of the requirements.
It is the responsibility of the student to contact the instructor for the completion of the remaining courses.

DISCLAIMER:  Information contained in this syllabus was, to the best knowledge of the instructor, considered correct and complete when distributed for use.  However, this syllabus should not be considered a contract between Kellogg Community College and any student, nor between the instructor and any student.  The instructor reserves the right, acting within the policies and procedures of Kellogg Community College, to make changes in course content or instructional techniques without notice or obligation.

KELLOGG COMMUNITY COLLEGE AMERICANS WITH DISABILITIES ACT AND SECTION 504 STATEMENT:
Kellogg Community College does not discriminate in the admission or treatment of students on the basis of disability.  KCC is committed to compliance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act.

TESTING FOR COURSE CREDIT:  A student may elect to test out of the course.  This is done in accordance with college policy.  Please see the instructor if you are interested in this option.

ACADEMIC HONESTY:  Integrity and honesty are valued within this course.  Anyone found cheating on a quiz, test or paper (note: PLAGIARISM is considered cheating) at any time will receive an “F” for the course.  This also applies to anyone assisting someone else to cheat.

TUTORING:  If any student encounters difficulty during the semester with the course or subject matter, they should contact the instructor immediately.  Tutoring is available, and every attempt to assist the student in their studies will be made (within reason).  Do not postpone requests for assistance.  Waiting until the last weeks of class or right before a test is usually too late to be of value.

STUDENT E-MAIL:  All KCC students are provided with e-mail accounts through the college server. You will be responsible for checking your KCC e-mail regularly and should be prepared to use KCC e-mail as part of student-college interaction. For e-mail account information, check the web at  www.kellogg.edu/email/geninfo
CLASSROOM CONDUCT: 
It is my intention to conduct this class as a COLLEGE course and have therefore put into place a few guidelines to promote the best possible learning environment.  
•	ALL classes are important - so plan to attend
•	Be on time
•	Plan to stay the entire class period
•	Come prepared to contribute
•	Be courteous to others (cell phones, private group discussions etc..)

ASSIGNMENTS

EXAMS (200 – 100 pts each):  Exams will be given at the midpoint of the course and at the end, and will cover the readings, class discussions, lectures, and class handouts.  Exams will range in length and be composed of true/false, multiple choice,  and/or short answer or essay questions.  The Final (last) Exam is not cumulative.  All Make-up Exams are comprehensive essay and the student has 2 school days after they return to class to take the make-up exam or receive a zero for the test.  It is the student’s responsibility to contact the instructor to make-up the test.

QUIZZES (70 – 14 pts each):  There will be six (6) quizzes given.  Each quiz will consist of multiple choice questions. There will be no “Make-up Quizzes”, although the lowest score of the six will be dropped from final grade calculation.  

PREVENTION PROGRAM (50 pts):
Groups of 1 - 3 students will prepare and present to the instructor, information on a predetermined and pre-approved subject as it relates to a proposed prevention program.  Presentations will be graded upon their quality in preparation and research, viability, thoroughness, creativity, and clarity.  It is expected that an appropriate program (regardless of subject) will utilize or reference current developmental theories or concepts.  Please note that all group members involved will receive the same grade for the program.  A hand-out will be made available by the instructor.

Or

OBSERVATIONAL PAPER (50 pts):
Each student will also be required to prepare a written paper based on a personal observation.  A handout will be distributed, describing this assignment in more detail.  The paper will not be a shared grade, and should vary from student to student (2 – 5 double spaced pages, typed).

CLASS PARTICIPATION (25):  Not only are student’s ideas and opinions beneficial to the course, but necessary in maximizing the total class learning experience.  Because of this, participation will be rewarded with up to 25 points.  It is expected that each student will take full advantage of this; however, if you have difficulty in this area, please see the instructor immediately.

LATE ASSIGNMENTS:  Although assignments turned in within one week of the due date will be accepted, a minimum of one point per day will be deducted from the final score (unless prior approval from the instructor is granted).  Assignments turned in beyond one week of the due date will not be accepted.  It is the student’s responsibility to verify the instructor’s receipt of those materials turned in late or via e-mail.

CALENDER & ASSIGNMENTS:
							READINGS
Week 1	Introduction and Overview		Chapter 1
		Psychology and You
Week 2 	Form Groups for Presentation		Chapter 2 
		Quiz # 1 Ch. 1 
Week 3	 Lecture					Chapter 3
Week 4	Submit Prevention Project Topics	Chapter 4 & 5
		Quiz # 2  Ch. 2 & 3
Week 5 	Group Topics Returned			Chapter 6
Week 6 	Quiz # 3	 Ch 4 – 6			Chapter 7 
Week 7 	Review for Midterm 			Chapter 8
Week 8 	Midterm Exam 	Ch. 1 - 8 		Chapter 9
Week 9 						Chapter 10
Week 10 	Quiz # 4	 Ch. 9 - 10			Chapter 11
Week 11 	Observation Papers Due			Chapter 12
Week 12	Quiz # 5   Ch 11 - 12			Chapter 13 	
Week 13	Lecture					Chapter 14
Week 14	Quiz # 6	  Ch 13 - 14			Chapter 15, 16
		Prevention Projects Due
Week 15	Review for Final			Chapter 17, 18
		We will also discuss death dying and bereavement.
		Final Exam 		

Last day to drop:		1/29
Last day to withdraw:	4/24

NOTES: