Office: Derby 105 Phone: 698-4285 (office); 612-8840 (home)
Email address: nyonts@lyon.edu Office Hours: Posted outside office
Required Text: Papalia, Olds, & Feldman (2004) Human Development (9th Ed.)
Website: Lyon College Educator (access through www.lyon.edu/lyonnet)
Course Purpose: Human Growth and Development examines the developmental process across the human life span. This course covers the physical, cognitive, social, and personality development as well as the major theories of the field. Finally, this course offers the basis for more in depth study of the development of human beings, from birth to old age.
Course Goals:
Expectations: I expect you to be present, punctual, prepared, and attentive during class. You can also expect me to be present, punctual, and prepared to teach. I expect you to participate positively and constructively in class and be respectful to others thoughts, opinions, and questions. You can expect me to provide a positive learning environment that encourages active student learning and I will be open to all thoughts, opinions, and questions. Finally, I expect you to understand and abide by the information and procedures described in the syllabus.
Accommodations: Lyon College complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Students with disabilities who need assistance should make their requests for accommodations to the Office of Academic Services.
Assigned Readings: Assigned readings must be read prior to the class lecture. We will not cover everything from the readings in class; however, you will be responsible for all material from assigned readings. Some of the test questions may cover material from readings. Besides the textbook, we will be reading several articles from other sources and we will use these articles to facilitate discussions and debates. Therefore, it is especially important that you read the material before class.
Course Requirements:
Attendance – This class is lecture and discussion oriented. In order to learn, it is imperative that you attend class, read the material, and complete whatever homework is assigned before class. To reward those whose efforts to attend class show a commitment to the learning process, credit will be awarded based on attendance. You can earn up to 30 points based on attendance (5% of total grade).
· 0-1 absences will get 30 points added to your total points
· 2 absences will get 25 points added to your total points
· 3 absences will get 20 points added to your total points
· 4 or more absences will get 0 points
Of course, we all on occasion have times when we are ill or have other requirements (such as vacations, work, etc.) that prevent us from attending class. You need not provide me with an explanation or reason for your absence because, in terms of learning from class, an absence is absence regardless of the circumstances. Exceptions to this are when students are absent for a school-sanctioned function (athletic competition, conference, etc.). I will not penalize you for missing class for these reasons. However, you must provide advance notice, in writing, from your advisor or coach. No exceptions. Also, be aware that after the first couple of days, I will take attendance using a sign-in sheet. You are required to sign this sheet everyday – if you do not and your spot is blank, I will count it as an absence (even if you were in attendance). This is particularly important if you are late for class, as I will not accept the excuse you never got the sheet. Please be aware that signing in another student who is absent is a possible violation of the honor code. If you are absent from class, it is your responsibility to find out what you missed. Keep in mind that, according to college policy, I must report you to the registrar’s office if you have excessive absences.
Exams - There will be four exams. These exams will be non-comprehensive, covering chapters from your book, lecture material, and any additional readings. The format of each test will consist of term identification questions and essay questions. Each exam will be closed notes/closed book and taken in class on the scheduled day. Each exam will be worth 100 points, for a total of 400 points (67% of your total grade).
Group project. Students will conduct a group assignment, in which they will design a children’s game. Students will work together on the project, deliver a 10-15 minute oral presentation over their idea, and then write a 5-7 page paper describing how their game design relates to material from the class. All members will receive a group grade on the oral presentation (worth 30 points) and the paper (worth 90 points). The total project will be worth 120 points (20% of your total grade). You will receive additional handouts which will describe this assignment in more detail later in the semester. Five (5) points per day (including weekends) will be taken off for final papers turned in after the due date. Papers turned in 4 or more days after the due date will not be graded.
Homework – Throughout the semester we will be applying what we are learning through various homework assignments. These assignments will vary from in-class activities, short writing assignments, or data collection projects. The purpose of these assignments is to allow you to connect course material to the “real world”. I will provide additional information regarding each assignment. Homework assignments are due in class on the day they are due – Late homework will not be accepted. Total homework points will be worth 50 points (8% of total grade)
Honor Code Information:
You should be familiar with and uphold the Lyon College Honor Code (please see Student Handbook if you have any questions). I will not grade any work that is not pledged.
Collaboration: There will be no collaboration on exams and these tests are closed-book unless otherwise specified. Students are encouraged to study together and are free to discuss the articles they are reading for class assignments. However, all homework assignments must be done without collaboration, unless otherwise specified.
Summary of points:
4 Exams worth 100 points each 400
Project presentation 30
Project paper 90
Homework 50
Attendance 30
TOTAL POINTS POSSIBLE 600
If you get 90-100% of the points you will get an A; 80-89% = B; 70-79% = C; 60-69% = D; 59 or less = F. Note for final grades, I will follow the rules of rounding and will only round up if your decimal is .5 or above, so 89.5 would be an A but 89.4 would be a B. There are no exceptions because you will have some opportunity to get extra credit points to push yourself into the .5 range.
Tentative Course Outline
|
Date |
Topics Covered |
Readings |
Due |
|
T 1/09 |
Introductions/Syllabus |
|
|
|
TR 1/11 |
Studying Lifespan Development |
Ch 1 |
|
|
T 1/16 |
Theories of development & Research |
Ch 2 |
|
|
TR 1/18 |
First three years – Physical development |
Ch 4 |
Homework #1 |
|
T 1/23 |
First three years – Perception and learning |
Ch 5 |
|
|
TR 1/25 |
Firsts three years – Attachment formation |
Ch 6 |
|
|
T 1/30 |
First three years |
|
|
|
TR 2/1 |
Exam #1 (Chapters 1, 2, & 4-6) |
|
|
|
T 2/6 |
Early childhood – Physical & Cognitive develop. |
Ch 7 |
Homework #2 |
|
TR 2/8 |
Early childhood – Psychosocial development |
Ch 8 |
|
|
T 2/13 |
Middle childhood – Concrete thought |
Ch 9 |
|
|
TR 2/15 |
Middle childhood – Emerging sense of self |
Ch 10 |
|
|
T 2/20 |
Project discussions |
|
|
|
TR 2/22 |
Exam #2 (Chapters 7-10) |
|
|
|
T 2/27 |
Adolescence – Physical & Cognitive development |
Ch 11 |
|
|
TR 3/1 |
Adolescence – Psychosocial development |
Ch 12 |
Homework #3 |
|
T 3/6 |
No Class – Spring Break |
|
|
|
TR 3/8 |
No Class – Spring Break |
|
|
|
T 3/13 |
Project Presentations |
|
|
|
TR 3/15 |
Project Presentations |
|
|
|
T 3/20 |
Project Presentations |
|
|
|
TR 3/22 |
Early Adulthood – Health issues |
Ch 13 |
Project Papers |
|
T 3/27 |
Early Adulthood – Post formal thought & College |
|
|
|
TR 3/29 |
Early Adulthood – Intimate relationships |
Ch 14 |
|
|
T 4/3 |
Exam #3 (Chapters 11-14) |
|
|
|
TR 4/5 |
Middle Adulthood – Physical & Cognitive Changes |
Ch 15 |
|
|
T 4/10 |
Middle Adult - The Sandwich Generation |
Ch 16 |
Homework #4 |
|
TR 4/12 |
Mid-Life Crisis? |
|
|
|
T 4/17 |
Late Adult – Summary of the changes |
Ch 17 |
|
|
TR 4/19 |
Late Adult - Ageism vs. Successful Aging |
Ch 18 |
|
|
T 4/24 |
Death & Dying |
CH 19 |
|
|
TR 4/26 |
Euthanasia |
|
|
|
F 4/27 |
Reading Day |
|
|
|
4/30 – 5/3 |
Final Exams – Exam #4 TBA (Chapters 15-19) |
|
|
Faculty and Student Activities
Student Resources
Careers and Graduate Schools
Specific Topics in Psychology
