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Human Development: Life-Span
Psychology 220
Winter 2015
Course Syllabus
General Information:
Instructor: Dustin Jones
Email: dustinla.jones@gmail.com
Phone: 801-243-0942
Office Hours: By appointment
Course Description:
This course is designed to provide students with an introduction to human development and takes
a bio-psycho-social approach to development across the life span. We will explore human
development from conception and birth to old age and death. We examine growth and
developmental patterns and describe the characteristics of various developmental stages.
Course Objectives:
 Students will understand and remember the basic developments that occur across the
lifespan, the basic patterns of thought, emotion, and behavior characteristic of individuals at
each stage of the lifespan, and the important individual and contextual influences on human
development.
 Students will understand the key concepts and theories that are predominant in the
literature on human development.
 Students will be able to more effectively communicate verbally and in writing about human
development.
 Students will be able to analyze and critically evaluate ideas, arguments, and points of view
about human development.
 Students will be able to apply knowledge of human development to addressing real-world
issues.
 Students will be able to more effectively communicate verbally and in writing about human
development.
TEXT AND MATERIALS
Title: Life-Span Development
Author: John W. Santrock
Edition: 14th
Publication Date: 2013
ISBN:
Publisher: McGraw-Hill
EVALUATION CRITERIA
Class Quizzes:
Throughout the semester twelve quizzes will be administered that will cover the text,
discussion, or assigned readings from the previous week and/or current week. Each quiz
will consist of 5 questions, each worth 2 points, and will include T/F, multiple-choice, short
answer, etc). Late quizzes/make-up quizzes will not be provided. At the end of the
semester, your lowest 2 quiz scores will be dropped. Late quizzes/make-up quizzes will not
be provided.
Exams:
Three exams will be given at roughly even intervals throughout the semester. Exams will
emphasize material covered in the most recent unit, but may require you to draw on
understanding of previously covered concepts. Questions will consist of multiple choice,
matching, and/or true-false questions. All examinations will be given in the testing center
(Heber J. Grant Building) and must be taken during the designated days and testing center
hours. If you miss, forget, or otherwise fail to take an exam – do not email me or the TA
asking, “What can I do for?” my answer will be I am sorry but you cannot take the exam.
Chapter Reflections:
The purpose of the reflection is to help you connect concepts that we cover in this course to
your personal and professional life. It is also an opportunity for you to explore
psychological materials, beyond the textbook, that you find especially interesting or
relevant to your life.
During the semester you will be required to turn in 4 chapter reflections (see due dates).
You will describe how the concept has been, is currently, or will be relevant to your life (i.e.
in your career, education, personal life, relationships, etc.). You will also need to seek out
research articles, news articles, video clips, advertisements, photographs, cartoons, quotes
from books or talks, etc., to supplement and provide more information about the concept
you describe. Ideally, these should also be interesting to you and personally relevant. See
assignment detail for more information.
Article Critique:
The goal of this assignment is to expose students to the wide range of topics covered by
psychological research. In addition, and most importantly, critically reading and review
journal articles is a skill that all students should acquire.
For this assignment you are required to review a research article from a peer reviewed
journal and critique the contents of the article. You could either search for an article on a
specific topic of interest, or you can thumb through a recent issue for something that looks
interesting.
You will complete a total of 2 article critiques throughout the semester. You may turn in
this assignment early, but watch for the due date. See assignment details.
In-Class & Out-of-Class Application Assignments:
In-class & out-of-class assignments or activities worth points ranging from 5 to 25 points
will be given at random throughout the semester. Occasionally, students will be given a
task to complete outside of class—typically these will be application activities aimed at
integrating class information in the real-world. These assignments will involve the
application of materials covered in your text and in class lecture. I cannot predict when inclass assignments will occur (varies with pace of discussion, class comments, lecture pace,
tangents, etc). In-class assignments are collected the day they’re given. If you aren’t there,
you miss out on the points. There are no make-ups. Details for out-of-class assignments will
be provided both in class and on Learning Suites.
Course Project:
To assess your learning over the semester, and as a replacement of a final exam, you will
join with a group of other students (3-4 per group) and find a way to get involved with an
aspect of life span development in the community. You will integrate the physical,
cognitive, and psychosocial aspects of “textbook” development interacted in your
experience. This project will begin early in the semester and you will have deadlines
throughout the semester for certain aspects of the project. It is designed to give you more
hands on experience with development and help you incorporate a semesters worth of
learning into what actually takes place outside of the classroom. Each class member will
give at least 8 hours of service. During presentation week, your attendance is expected (if
missed, you will receive a zero). Additional information will be provided on Learning
Suites.
GRADING SCALE:
A
93% to 100%
A-
90% to 92.9%
B+
87% to 89.9%
B
84% to 86.9%
B-
80% to 83.9%
C+
77% to 79.9%
C
74% to 76.9%
C-
70% to 73.9%
D+
67% to 69.9%
D
64% to 66.9%
D-
60% to 63.9%
E
0% to 59.9%
W
Withdrawal
I
Incomplete
Points Possible
300
100
100
100
% of Grade
39%
Course Project
Project Plan
Follow-up
Team Presentation
Final Accounting
Group Evaluations
175
25
20
70
40
20
23%
Quizzes (In Class)
Chapter Reflection (4 @ 20 pts ea.)
In & Out-of-Class Activities
Article Critique (2 @ 20 pts ea.)
TOTAL
100
80
75
40
770
13%
10%
10%
5%
100%
Exams
Exam I
Exam II
Exam II
Classroom Policies:
Class Meetings
Class meetings typically consist of both lecture and discussion. To facilitate learning, it is
important for you to prepare by actively reading the assigned material before our class
meeting. Come to class prepared to discuss what you have learned and to ask any
questions. This course thrives when everyone is willing and prepared to participate in the
conversation. We will have a number of class and small group discussions. I realize that it
can sometimes be difficult and uncomfortable to fully engage in classroom discussions, but
part of your grade in this course will be based on your ability and willingness to step out of
your comfort zone. With practice, it will become easier, and hopefully even fun, to engage
in this type of learning.
Attendance and Participation
While I will not formally take attendance each day, at the end of the semester you will
complete a self-evaluation and account for your class attendance, punctuality, etiquette,
participation in discussions, and respect for your peers and instructor. The evaluation will
be considered a homework assignment, and thus it will be graded. Borderline final grades
will also be affected by your attendance and participation.
Respectful Environment
Please help me and your fellow students create an environment that fosters learning and
communication. We should all be respectful in our behavior and comments. There are a
number of topics covered in this class that will be sensitive and personal for many people.
Remember that we all have different backgrounds and experiences. If you have specific
concerns, please feel free to discuss them with me.
Furthermore, I ask for your help in eliminating distractions in the classroom. Disruptions
to the learning environment include (but are not limited to): talking while others are
speaking, reading newspapers or magazines, texting, surfing the web, working on
assignments for other classes, using personal electronic devices for anything other than
take notes, eating in class, coming late to class or leaving early, etc. I do understand that on
rare occasions it might be necessary to either arrive late or leave early. I do prefer that you
come to class on those occasions when you must be a little late or leave a little early, rather
than not attend at all. However, make every effort to avoid this if possible. On those
occasions when it is necessary, please do so with as little disruption to the class as possible
(i.e. take a seat near the door and enter/depart quietly).
Turning in Assignments/Papers:
Most assignments are turned in via canvas and you may submit assignments any time before the
due dates listed. Do not email me any assignments via my personal email or Canvas– they will not
be graded!
All assignments MUST be submitted in .doc, .docx, pdf, or .rtf format or I cannot view them and they
will not be graded. Use APA format for all your papers! Papers must be typed, double spaced, 12
point, Times New Roman font, with 1 inch margins.
Also, please format all documents as follows:
Name (or Group #)_AssignmentName. EX Jones_Parenting; Group3_Projectplan
Group Work:
It is important to understand that group work does not equal a group grade. That being said; any
assignment that is group work will be graded on an individual basis. This will be done through peer
evaluations and my personal observation.
Late Work and Missed Assignments or Exams
As a general rule, I do not accept late work. I like to hold students to the assigned due dates
in order to maintain fairness. Missed in-class assignments, quizzes, and discussion groups
cannot be made-up or be completed early. Because exams are available for multiple days
(see course schedule for details), there will be no late or make-up exams given. If there are
extenuating circumstances, please talk to or email me PRIOR to the start of exam day so
you can take it early.
Papers and out-of-class assignments will be accepted late. There will be a 10% deduction for each
day that the assignment is late up until 5 days, after which no points will be given.. Do not email me
excuses or stories regarding your late work; I’ll simply direct you to this policy explanation. I will
always give you plenty of time to complete an assignment.
I also understand that unexpected emergencies or illnesses may come up. Email or talk to
me as soon as possible if something should arise. You may be asked to provide
documentation that will enable me to understand the reason for your absence or late
submission. Excused absences include: documented illness, deaths in the immediate family
and other documented crises, call to active military duty or jury duty, and official
University activities. Accommodations for these excused absences will be made in a way
that does not penalize students who have a valid excuse. Without this documentation, you
may not receive credit.
Extra Credit
I want you to feel comfortable putting your efforts in this class to learning rather than getting a
grade. I recognize though that grades are important, and if you are not satisfied with your grade on
an assignment/exam there will be options for extra learning. During the course, you can earn a
maximum of 20 extra credit points.
A Note on Potential Course Changes: As the course instructor, I reserve the right to make changes to class
content, schedule, quizzes/tests, readings, and assignments based solely on my discretion. I will attempt to
give students appropriate notice when possible.
University Policies
Academic Honesty/Plagiarism
Cheating will not be tolerated. During exams please work alone. If you are caught cheating,
you will receive a zero on the assignment or exam, and may even receive a failing grade in
the course. Writing submitted for credit must consist of your own ideas presented in
sentences and paragraphs of your own construction. The work of other writers or speakers
may be included when appropriate (as in a research paper or book review), but such
material must support your own work (not substitute for it) and must be clearly identified
by appropriate introduction, punctuation and by footnoting or other standard referencing.
The substitution of another person's work for your own or the inclusion of another
person's work without adequate acknowledgment (whether done intentionally or not) is
known as plagiarism. It is a violation of academic, ethical, and legal standards and can
result in a failing grade not only for the paper, but also for the course. Because of the
seriousness of the possible consequences, if you wonder if your papers meet these
guidelines, you should talk to me, visit a writing lab, or consult current version of the APA
Publication Manual.
Honor Code:
In keeping with the principles of the BYU Honor Code, students are expected to be honest
in all of their academic work. Academic honesty means, most fundamentally, that any work
you present as your own must in fact be your own work and not that of another. Violations
of this principle may result in a failing grade in the course and additional disciplinary
action by the university. Students are also expected to adhere to the Dress and Grooming
Standards. Adherence demonstrates respect for yourself and others and ensures an
effective learning and working environment. It is the university's expectation, and every
instructor's expectation in class, that each student will abide by all Honor Code standards.
Please call the Honor Code Office at 422-2847 if you have questions about those standards.
Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity that receives federal funds. The act is
intended to eliminate sex discrimination in education and pertains to admissions, academic
and athletic programs, and university-sponsored activities. Title IX also prohibits sexual
harassment of students by university employees, other students, and visitors to campus. If
you encounter sexual harassment or gender-based discrimination, please talk to your
professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the
Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or
Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24-hours).
Student Disability
Brigham Young University is committed to providing a working and learning atmosphere
that reasonably accommodates qualified persons with disabilities. If you have any disability
which may impair your ability to complete this course successfully, please contact the
University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic
accommodations are reviewed for all students who have qualified, documented disabilities.
The UAC can also assess students for learning, attention, and emotional concerns. Services
are coordinated with the student and instructor by the UAC. If you need assistance or if you
feel you have been unlawfully discriminated against on the basis of disability, you may seek
resolution through established grievance policy and procedures by contacting the Equal
Employment Office at 422-5895, D-285 ASB.