Course Syllabus

Teaching and Learning form the mission of Bethany College

Developmental Psychology
PSY 230

Credit hours: 3
Class meeting time(s): TTH 9:30 – 10:50
Prerequisite Course(s):None

Meanings are not determined by situations, but we determine ourselves by the

meanings we give situations. ~Alfred Adler

Instructor(s): Diane Snyder, Psy.D

Contact Information: dsnyder@bethanywv.edu
412-916-1509
Office Location: 204B – Kirkpatrick Hall
Office Hours: M 12:00 – 2:00
W 12:00 – 3:00

I. Rationale: The course will provide you with a general understanding of

developmental psychology by briefly discussing the various perspectives and
applications of the field. This course fulfills the college’s Liberal Arts Core requirement
“L3” – Human Behavior.

II. Course Description (catalogue): This course is a study of human development from
conception through old age. Topics include the influences of genetics, socialization,
cognitive growth, and physiological changes on all stages of life. Students learn about
current literature and applications in the field.

III. Student Learning Outcomes

By the end of the course you will:
• Develop an understanding of developmental theories across the lifespan.
• Acquire knowledge about the characteristics within age groups, including
newborn, infancy toddlerhood, early childhood, middle childhood, adolescence,
early adulthood, middle adulthood, and late adulthood
• Learn about the physical, cognitive and emotional correlates within each
developmental group.
• Become acquainted with the major developmental theorists such as Piaget,
Vygotsky, and Erikson along with contemporary theorists.

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• Acquire knowledge about temperament, personality, genetic, and environmental

factors influencing development.
• Develop an appreciation of cultural and environmental factors throughout lifespan
development.
• Acquire a critical awareness of the integration of physical and psychological
aspects of development in relation to different environment influences throughout
the lifespan.
• Identify the key developmental milestones.
• Obtain a knowledge base of the aging process, including end of life issues.

You will demonstrate these outcomes through:

1. multiple choice and short answer exams that require critical thinking
2. in-class exercises and discussion
3. research and application presentation
4. written assignments

IV. Format and Procedures: This course consists primarily of lectures that cover the
major areas of developmental psychology in chronological order. During the lectures,
you will participate in some in-class exercises and discussions. These exercises will
better illustrate the major concepts being given in lecture. Participation in these
exercises are mandatory so you must be present for them.

V. My Assumptions: I assume that this course can be useful no matter what your
major may be. Whether you are majoring in the physical sciences, natural sciences, or
humanities, you will be dealing with other people in your professional and personal life.
You will interact with people better if you know how they think and behave. This course
will assist you in this never ending process of human interaction.

VI. Course Requirements:

1. Attendance and participation: Attendance is mandatory. You will not succeed in
the course without regular attendance.

2. Late Work Policy:

Exams – There are no makeup exams in the course. You must notify the instructor
in advance if you will need to miss an exam day.
Written Assignments – There is a 10% deduction for each day late for written
assignments. Written assignments will not be accepted more than one class period
late.

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3. Required Text:
Berk, L.E. (2018). Development Through the Lifespan (7th Ed.). Boston: Allyn
and Bacon

VII. Grading, Evaluation and Assessment Procedures, including Grading Scale:

1. Class Attendance and Participation 50 pts.

2. Exams (3 Total) 150 pts. (50 each)
3. Written Assignments (3 Total) 60 pts. (20 each)
4. Group Presentation 100 pts.

Grading Scale: standards of college (see College Catalogue)

VII. Academic Honesty

According to the guidelines of the Bethany College Catalogue, cheating on exams and
plagiarism on papers will not be tolerated. Plagiarism is considered word for word
copying between or among students. Cheating on exams consists of looking at
another student’s answers during an exam. If caught doing either, the student will
receive a zero for the exam or the assignment and may be reported to the college for
disciplinary action.

IX. Behavioral Expectations, Classroom Etiquette

It is expected that students behave in an appropriate manner while in this classroom. I

like to maintain an open, positive, atmosphere in class which is in part fostered by
mature student behavior.

DO:
• Listen in class, to the instructor and to other students
• Pay attention
• Participate appropriately
• Show respect and courtesy toward others
• Show interest and enthusiasm
• Arrive on time
• Take notes
• Behave like an adult
• Turn off cell phones before entering the classroom
• Keep cell phone out of sight during class – not texting or checking messages

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DO NOT:
• Talk while I or another student is talking
• Talk during a video
• Exhibit inappropriate, disruptive, or disrespectful behavior
• Pack up before class has been dismissed

X. Electronic Communication and Course Management

Students are expected to check their campus e-mail accounts daily. I will communicate
with students via email. This course will be managed by Canvas. Be sure to enroll in
our Canvas course and check the Canvas site regularly. Study guides will be posted on
Canvas.

XI. Title IX Disclosure

Under federal law, I am a mandated reporter of suspected discrimination. Please do not
share anything regarding sexual harassment or discrimination with me if you wish to
keep it expressly confidential. The only Bethany College employees who are not
mandated reporters are our Chaplain and our Counselor. Please see the College’s Title
IX policy in Volume II of the Policy Manual for more details. A hard copy can be
obtained in the Office of Student Life, or an electronic copy can be found on the
College’s website.

XII. Accommodations for students with disabilities

In compliance with the Bethany College policy and equal access laws, I am available to
discuss appropriate academic accommodations that may be required for students with
disabilities. Requests for academic accommodations are to be made during the first
three weeks of the semester, except for unusual circumstances, so arrangements can
be made.

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Description of Written Assignments:

Assignment #1:
Visit the following website: http://www.fisher-price.com/en_US/index.html

Click on the Age-by-Age Playtime Guide. Select two age ranges and answer the
following questions:

• What developmental information is presented for each age range?

• Is this consistent with research presented in the text?
• How do the recommended toys appeal to infants’ and toddlers’ developing
learning capacities? How about perceptual development?
• Using what you know about stimulation, are the toys appropriate for the age
range? Why or why not?

Paper requirements:
• APA formatted Title Page
• Body of paper 2 – 3 pages in length
• 12 pt font, double-spaced
• may use questions as subheaders (not required)

Assignment #2:
Watch a cartoon or other television program designed for preschool aged children.
Identify the program you watched. Address the following questions in a reflection
paper:
• Describe any acts of aggression or prosocial behavior you observed.
• How were male and female characters portrayed? Did you observe any
gender stereotyping?
• How might these depictions influence moral development and gender
development in young children?
Paper requirements:
• APA formatted Title Page
• Body of paper 2 – 3 pages in length
• 12 pt font, double-spaced

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Assignment # 3: Interviewing College-Age Students About Emerging Adulthood

Pose the following question to four or five college-age friends:" Do you consider
yourself to have reached adulthood? Why or why not?" Record the answers and
compare them with research in the text. For example, did the respondents give an
ambiguous answer? What information did respondents give to justify their
answer? Were you surprised by any of the answers? Explain. Be sure to record
gender and ages.

Paper requirements:
• APA formatted Title Page
• Body of paper 2 – 3 pages in length
• 12 pt font, double-spaced
• Be sure to change the names of those you interview. DO NOT USE REAL
NAMES.

Student Presentations: Applying Ecological Systems Theory to Hot Topic

In groups of 4, you will prepare a Powerpoint presentation on a hot topic in
developmental psychology. You will research the topic and apply Bronfenbrenner’s
Ecological Theory to explain the issues involved with the topic.

Possible Topics:
• Child Abuse
• Childhood Obesity
• The effects of divorce on children
• Sex Education in the schools
• Bullying
• ADHD
• Ageism
• Juvenile Delinquency

Your presentation should include:

• Overview of Topic
• Relevant current research on topic
• Application of Bronfenbrenner’s theory to address the issue

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Presentations should be 10-15 minutes in length. Each member of the group is

expected to participate equally in the research, design, and presentation of topic. You
will receive one group grade for this assignment.

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XIII. Course Schedule:

Date Topic Text Assignment

Week 1
Jan. 15 & 17 History, Theory, Research Chapter 1

Week 2
Jan. 22 & 24 Foundations of Development Chapters 2 & 3

Week 3
Jan. 29 & 31 Foundations of Development Chapters 2 & 3

Week 4
Feb. 5 & 7 The First Two Years Chapters 4-6

Week 5
T Feb. 12 Written Assignment #1
Feb. 12 & 14 The First Two Years Chapters 4 - 6

Week 6
T Feb. 19 Exam #1 (Chapters 1-6)
Feb. 21 Early Childhood Chapters 7 & 8

Week 7
T Feb. 26 Early Childhood Chapters 7 & 8
Th Feb. 28 No Class

Week 8
T Mar 5 Written Assignment #2

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Mar. 5 & 7 Middle Childhood Chapters 9 & 10

Week 9
Mar 11 - 15 Student Presentations

Week 10
Mar 19 & 21 Spring Break – No Classes

Week 11
Mar 26 & 28 Adolescence Chapters 11 & 12

Week 12
Apr 2 Adolescence Chapters 11 & 12
Th Apr 4 Scholar Symposium

Week 13
T Apr 9 Exam #2 (Chapters 7-12)
Apr 11 Early Adulthood Chapters 13 & 14

Week 14
T Apr 16 Written Assignment # 3
Apr 16 & 18 Early Adulthood Chapters 13 & 14

Week 15
Apr 23 & 25 Middle Adulthood Chapters 15 & 16

Week 16
Apr 30 & May 2 Late Adulthood Chapters 17 & 18

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Week 17
W May 8 3:00pm Exam # 3 (Chapters 13-18)

Note: This syllabus is subject to change at the discretion of the Professor.

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