This document provides information about a Developmental Psychology course including the course code, instructor details, required textbook, attendance policy, assignments, assessments, and grading scheme. The course will cover lifespan development from prenatal development through late adulthood. It will include lectures, presentations, online discussions, a midterm exam worth 30% of the grade, and a final exam worth 30% of the grade. Students will also complete one presentation and summary worth 20% and participate in online discussion topics worth 20% of their grade. To pass the course, students must achieve a minimum of 50% and meet the program continuance requirements.

1. Appendix A
Course Code: PSYC 12DG Semester: 2 Campus: Kingston
Faculty: Dr. Leah Todd Phone/Ext: Email: LTodd@sl.on.ca
Additional Contact Information: Office:
Campus /Associate Dean Initials: Approved for Academic Year: 2015/16 Term: Winter: x
Required Texts, Materials, Resources or Technical Materials Required
Required Text: Boyd, D., Johnson, P., & Bee, H. (2012). Lifespan development: (5thCanadian edition) Toronto, Ontario:
Pearson.
Optional Resource Materials:
• Students are encouraged to use the online resource that accompanies the textbook at
www.mydevelopmentlab.com. You should have received an access code to MyDevelopmentLab with your
textbook
• Additional Materials and Video resources will be available through Blackboard and the library reserve section.
Attendance and Participation
Delivery Schedule
Section 101 - Mondays (6:00pm — 9:00pm) Section 102 - Thursdays (6:00pm — 9:00pm)
Room 22180 Room 00300
Attendance and participation are important to your success in this course. Course content is explored, in part, through
lectures, in-class discussions, online exercises and presentations. Students are responsible for all of the content covered
and materials distributed during classes they are unable to attend. There will be no make-up assignments for any in-class
activities that are missed.
Please treat this class as if it is part of the training for your future employment:
• Be punctual. Be present.
• Notify me in advance if you are unable to attend class.
• Take responsibility for any missed classes.
Special Notes about this Course
BPSYC Program Practices & Expectations
Students are expected to familiarize themselves with the academic practices of the Behavioural Psychology program.
These practices can be found in the current edition of the Student Degree Handbook which can be found in the "Program
Resources" folder in BPSYC Central on Blackboard. Students are also expected to be aware and comply with the
College's Academic Policies that can be found in the Student Planner and on the College intranet site.
Professionalism:
Students are expected to conduct themselves as professionals in the course. Disturbing or interfering with others'
learning (by excessive talking or interruptions, texting, surfing the Internet, or not staying on task, in general) may result
in being asked to leave the room. Interacting with others in a courteous, respectful manner is also essential.
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2. Communications Instructions:
All course-related and school-related communications must be via your SLC student email account. Emails sent from
accounts other than your SLC student account will not be read or answered. There are a few reasons for this:
• Your message from cutiepie07@hotmai1.com may be redirected to your teacher's junk mail folder by the
college email system
• Potential employers and business contacts will not consider you for a position or opportunity if your address is
not professional, and you never know when you will meet a potential business contact.
• Using the college's email provides more functions for you to access including calendar, to do list,
memos, journals etc. Your email is also more credible to an employer coming from St. Lawrence rather than
Hotmail or Gmail or Whatevermail.
Use the signature tool to create an automatic and professional signature for all your emails. Example:
Susan Jones
Behavioural Psychology
St. Lawrence College (Kingston Campus)
Remember that your teachers have several courses and sections each semester-with potentially hundreds of new
students. They may not always be able to remember your full name, your class or section, or earlier conversations you
have had. As a result, it can take longer than necessary to clear up any problems or concerns you have. Here is a sample
of an email that communicates effectively:
Subject: PSYC 12, Section 102 - Absent Thursday, January 15
Dear [name of professor]:
Unfortunately, I will be absent from your BPSYC, Section 101 class on Thursday, January 15 for personal
reasons.
I will follow up on the missed class time on my own.
Sincerely,
[student]
If you want to follow up with your teacher in person, again remember that he or she may need some reminders as to who
you are and any previous communications. Here is an example of how to approach a teacher with a follow up to an
email:
[Name of professor], I'm Susan Jones from PSYC 12, Section 102. 1 sent you an email on Monday
Assignments and Due Dates:
A student who does not submit an assignment, or write a test, on the specified date may receive a zero score if an
extension has NOT been arranged. Assignments must be submitted at the beginning of class and in hard copy, unless
otherwise specified by the instructor. Assignments will not be accepted after the due date and cannot be made-up. Tests
dates will be confirmed 1 week prior to the test. If a student is unable to submit an assignment or write a test on the due
date, the student is to contact the instructor via email at least 24 hours prior to the due date with a valid reason. The
extension is not considered granted until I have emailed back a confirmation. Documentation may be requested when
requesting an extension. It is the student's responsibility to contact the instructor as soon as they return to school to make
arrangements for a make-up.
Positive Learning Environment:
It is important to create a positive learning environment where people are free to express their thoughts and feelings in a
non-judgmental way. You will be encouraged to share your opinions in class through discussions, activities, group work
and assignments. Expect that people will think differently than you and that there will be many different ways of looking
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3. at things. Respect of others at all times is of utmost importance. Any degrading remarks, comments, harassment,
inappropriate jokes and bullying will not be tolerated. Please refer to your College Student Handbook for more
information.
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4. Course Delivery Schedule
t6ji,,-t.1Initials of Campus/Associate Dean: Date:
Please Note: Any changes to this del ery schedule will be communicated in writing by the professor to the students.
Evidence of Learning
Week Intended Learning Resources and
References
Intended
Delivery Process
Assessment Strategy Evaluation and
Weighting
Week 1
Jan 9/12
Course Overview
- Expectations
- Important dates
- Assessment
- Presentation Sign-up
Foundations of Development
- Intro to the lifespan perspective
- Describe the three processes of
development
- Define/describe theories of development
1, 2 Lecture
Reading
Week 2
Jan 16/19
Prenatal Development and Birth
- Identify important reproductive
challenges and choices
- Explain ways that heredity and
environment interact to produce
individual differences in development
- Describe the birth process
- Explain changes that take place in the
postpartum period
3 Lecture
Reading
Online Discussion
Board Topic 1
Week 3
Jan 23/26
Infancy
- Discuss physical growth and
development
- Describe motor development
Delineate the process of sensory and
perceptual development
4 Lecture
Reading
Presentations
Online Discussion
Board Topic 1
Presentations Presentation - 20%
Week 4
Jan 30/Feb 2
Cognitive Development in Infancy
- Summarize Piaget's theory of infant
development
- Describe how infants learn, conceptualize
5 Lecture
Reading
Presentations
Online Discussion
Board Topic 1
Presentations
Topic 1 —5%
Presentation - 20%
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5. and remember
- Describe how language develops in
infancy
Week 5
Feb 6/9
Social Development in Infancy
- Describe emotional development and
personality in infancy
- Define social orientation and understand
the importance of attachment
- Explain the impact of social context on
development
Early Childhood
- Summarize physical changes during this
period
- Describe cognitive changes from various
theoretical perspectives
- Summarize the development of language
during early childhood
6,7 Lecture
Reading
Presentations
Online Discussion
Board Topic 2
Presentations Presentation - 20%
Week 6
Feb 13/16
Early Childhood
- Discuss theories of emotional and
personality development
- Explain the impact of family structure
and dynamics on early childhood
development
- Describe importance of peer relationships
7, 8 Lecture
Reading
Presentations
Online Discussion
Board Topic 2
Presentation Presentation —20%
Week 7
Feb 20/23
SECTION 1 - (NO CLASS)
Middle Childhood
- Describe physical and cognitive changes
that take place during this period
- Identify issues in learning/education
among children with disabilities
- Consider theories of social and
personality development at this stage
- Describe developmental changes in
relationships with peers and family
9,10 Lecture
Reading
Presentations
Online Discussion
Board Topic 2
Presentations Presentation - 20%
Feb27-Mar 2 NO CLASSES — READING WEEK
Week 8
Mar 6/9
MIDTERM EXAM Online Discussion
Board Topic 3
Topic 2 — 5%
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6. MIDTERM Midterm -30%
Week 9
Mar 13/16
Adolescence
- Discuss nature of adolescence
- Identify physical and cognitive changes
- Consider the emergence of sexuality
- Describe changes in social and
personality development from various
theoretical perspectives
- Characterize changes in relationships
with peers and family
- Consider problems such as delinquency,
depression, and suicide, and
prevention/intervention programs that
address same
II, 12 Lecture
Reading
Presentations
Online Discussion
Board Topic 3
Presentation Presentation - 20%
Week 10
Mar 20/23
Early Adulthood
- Identify physical and cognitive changes
that take place in early adulthood
- Discuss sexuality in young adults
- Describe transition from adolescence to
adulthood
13, 14
_
Lecture
Reading
Presentations
Online Discussion
Board Topic 3
Presentations
Topic 3 — 5%
Presentation - 20%
Week 11
Mar 27/30
Early Adulthood
- Discuss theories of social and personality
development
- Identify key aspects of attraction, love
and intimate relationships
- Consider various adult life styles
- Discuss marriage, work, family and
divorce
Middle Adulthood
- Summarize physical changes in middle
adulthood
Describe aspects of cognitive functioning
and development
- Consider career development, work, and
leisure
- Explain the role of religion and meaning
in life during this time period
15, 16 Lecture
Reading
Presentations
Online Discussion
Board Topic 4
Presentations Presentation 20%
Week 12
Apr 3/6
Middle Adulthood
- Identify key aspects of personality
17, 18 Lecture
Reading
Online Discussion
Board Topic 4
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7. development from different theoretical
approaches
- Characterize changes in relationships
Late Adulthood
- Characterize longevity and biological
theories of aging
- Describe physical and cognitive changes
at this stage
- Discuss adaptation to work and
retirement
- Identify various physical and mental
health problems
Presentations
Presentations Presentation 20%
Week 13
Apr 10/13
Late Adulthood
- Describe changes in social and2:,
personality development and
relationships
Death and Dying
- Conceptualize the meaning of death from
a developmental perspective
- Explain psychological aspects involved in
facing one's own death
- Identify ways to cope with grief and loss
18, 19 Lecture
Reading
Presentations
Online Discussion
Board Topic 4
Presentations
Topic 4 — 5%
Presentation 20%
Week 14
Apr 17/20
Wrap up and Q&A Lecture
Week 15
Apr 24/27
FINAL EXAM (Section 1) FINAL EXAM 30%
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8. Assessment/Evaluation Plan
Assignment Description
Students will demonstrate learning in the following ways:
Evaluation Methodology
Tentative Due
Dates
% of Grade
Assessment 1.
Assessment 2.
Assessment 3.
Assessment 4.
Midterm
Final Exam (noncumulative)
Presentation/Summary (1)
Online Discussion Topics (4)
Multiple Choice/true & false
Multiple Choice/true & false
Present a peer-reviewed research article and submit a
1-2 page summary
Engage in online discussion in response to posted
scenarios
Week 7
Week 14
Weeks 3 - 15
Weeks 2-13
30%
30%
20%
20%
Assessment Descriptions
MIDTERM and FINAL EXAMS (30% each for a total of 60%)
There will be one midterm and one final exam. The structure of the exams may consist of any of the following question types: multiple choice, true/false, fill in the
blank items, definitions, and will test your knowledge of the foundations of developmental science as well as your knowledge of developmental psychology from the
prenatal development to middle childhood. The midterm is worth 30% of your grade. The final exam will be structured the same as the midterm in terms of question
type. It will cover content from adolescence to death and dying. The final exam is worth 30% of your grade. Both exams will include information presented in class
as well as in your required textbook.
Online Discussion Board Topics (4 topics each worth 5% for a total of 20%)
Students will be required to provide responses to case scenarios posted by the instructor. Each scenario will cover a different developmental period but have
implications for future developmental periods. Students must consider the social, physical, cultural, emotional, and cognitive implications of each scenario. Students
will be required to submit at minimum one original response to each scenario and three responses to other students' posts. The purpose of this exercise is to
encourage application of acquired knowledge, consultation skills, and professionalism. Exceptional grades will be awarded to those who integrate and reference
relevant sources outside the required text. Students will be expected to post written material free from grammatical/spelling errors.
In Class Presentations and Summary Report (20%)
Students will be required to select a developmental period and find a research article which covers any cognitive, social, emotional, or physical issue corresponding to
that period. Students will present a 10-15 minute summary of the article, integrating knowledge acquired through the course and discussing any major impacts the
article has on their understanding of development during that time period. Students will submit a 1-2 page written summary of their article which will include a
personal reaction section. This section should demonstrate the student's ability to 1) integrate knowledge from lecture, required reading, and research and 2) consider
potential implications from a broader perspective. The purpose of this exercise is to foster critical thinking skills, develop familiarity with research, and review
current trends in developmental psychology with practical applications.
Program Specific
Continuance and
Readmission Policy:
To achieve a passing grade, students must achieve a minimum of 50% as a final course grade.
To continue in the program, students must achieve a term GPA of 2.30 in core courses (PSYC and BEHA codes) and a cumulative GPA
of 1.70 in breadth /non-core courses (LART and codes other than PSYC or BEHA)..
Amended 2014, Copyright © 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page 8
This document can be made available in accessible format upon request.