Course Syllabus Table of Contents ISS 318: Lifespan Development ...

Course Syllabus Table of Contents
ISS 318: Lifespan
Development across Cultures
Fall 2010
Table of Contents
The Goals of the Course are ..................................................................................................... 2
Textbook and Materials for the Course .................................................................................... 2
Online Aspects of the Course ................................................................................................... 3
How to get your Questions answered throughout the Semester ............................................. 3
Grading Scale .......................................................................................................................... 3
The Course Assignments ......................................................................................................... 4
Reasoning behind the Assignments ........................................................................................ 5
What does a Cultural Dialogue (CDIAL) Assignment look like in ANGEL .............................. 5
MRP: Media Reaction Paper Instructions ................................................................................ 6
Makeup Policies ........................................................................................................................ 6
Feedback on Course Grading and Grade Appeals .................................................................. 7
ISS Final Exam Schedule ........................................................................................................ 7
Important MSU Final Exam Policies ........................................................................................ 7
Figure out Your Final Exam Schedule at this Website ............................................................. 8
How do I view my own grades in ANGEL .............................................................................. 8
Keep Track of your Course Grades! ........................................................................................ 8
ANGEL Tracking ...................................................................................................................... 8
Commercialized Lecture Notes ................................................................................................ 8
Exams: Assessing a Sample of What You Have Learned ....................................................... 9
Accommodations for Disabilities .............................................................................................. 9
Observing a Religious Holiday ................................................................................................. 9
Tentative Course Calendar with Due Dates 1 ............................................................................ 10
ISS 318 Custom Website Resources* ...................................................................................... 12
Media Reaction Paper Grading Rubric ..................................................................................... 14
Issues of Academic Integrity ..................................................................................................... 15
Excerpts from “Cheating from Where the Student Sits” ............................................................ 16
Role and Responsibilities of Students and Instructor ............................................................... 19

ISS 318
Lifespan Development
Across Cultures
Fall 2010, 204 Natural Sciences Bldg
Catalog Description:
Cultural aspects of biopsychosocial development across the
lifespan including: physical development, health and healing;
cognition and language socialization; views of self, gender, family
and social relationships; adult development and intergenerational
relationships within the context of culture. National and
international issues related to human development. (4 credits)
Cathleen E. McGreal, Ph.D.
Department of Psychology
338 Psychology Building
(517) 432‐0736
mcgreal@msu.edu
Office Hours and Locations:
Monday: 3:00 to 4:00 p.m.
338 Psychology Building
Thursday: 10:15 to 11:00 at
Sparty’s Coffeehouse
in Snyder/Phillips [Snyder side]
Problems with ANGEL
CALL MSU HELP LINE:
1‐800‐500‐1554 or
(517) 355‐2345
The goals of the course are:
To identify key themes of the cultural context of human development, including major theories and concepts of
development in different cultural/historical contexts as well as influential researchers and theorists.
To examine how theories of development reflect the cultures from which they arise, thus evaluating how theories
from one culture may lead to misinterpretations when applied to the developmental experiences of
individuals in another culture.
To understand the research methods used in lifespan developmental psychology, anthropology and sociology
(how we know what we know!) and to think critically when analyzing/generalizing research across cultures
(what we know!).
To gain awareness in regard to how individuals stay the same over time (continuities) and how individuals change
(discontinuities) over the lifespan and across cultures
To analyze developmental issues of global concern.
To practice cooperative teamwork skills during in-class group activities and to integrate course concepts into your
own life experiences.
Textbook and materials for the course
This is the cover of our textbook: Lifespan Development across Cultures
Cover of Textbook
The ISBN is 0536698554. The book has pages to write on/tear out.
A Pearson Custom Publishing Resources Access Code will be provided to access
the Custom Media Resources Site which contains video/audio resources related to
our course. Caveat emptor - Let the buyer beware – Used books have expired
codes and may have missing tear out pages for cross-cultural explorations
This is the website URL where you will find these videos:
http://www.pearsoncustom.com/mi/msu_mylabs/
Textbooks are available through the Spartan Bookstore on the campus at Michigan
State University http://www.spartanbook.com, the Student Book Store
http://www.sbsmsu.com/ , Ned's Bookstore http://www.nedsbooks.com/msu/ or The
College Store http://www.thecollegestore.com/msu/
Michigan State University provides a list of nearby bookstores and their addresses
and phone numbers at the following website:
http://keywords.msu.edu/viewpathfinder.aspid=57#344
If you cannot find the book/website package in a local bookstore, you can order it
from Pearson at 1-800-947-7700, select option #5 then option #1. Ask for PKG
ISBN: 0536698554 Prices are ‘list’ prices which are about $80.00

3
Online Aspects of the Course …
There will be some assignments and course content available through the ANGEL course management system.
If there is a problem using the ANGEL system then please report it as soon as possible to the MSU HELP LINE at
1-800-500-1554 or (517) 355-2345. (24 hours, 7 days a week). They will log the problem and in turn, report it to
me. You may also report the problem to me (although I am not available 24/7 like the Help Line ) If there is a
system problem then hearing about what happens from more than one student will help them discover what has
gone wrong. If it is just a problem with your computer then they can help troubleshoot that issue, too. Keep the
ANGEL help numbers by your computer in case there is a problem.
How to get your questions answered throughout the semester
First, check out the ANGEL FAQ discussion board. Another student may have had the same question earlier in
the course and you won’t have to wait at all for your answer! If your answer is not there then send an email
through ANGEL. (See below)
You may want to post a question in the Class Lounge because another student may see it and happen to know the
answer (especially if it is 2:00 a.m.!) The Class Lounge is a place to talk to other students. If it is of common
interest I will move those details to the FAQs so that they are easy to find. The Class Lounge is a place to let each
other know interesting information that relates to Lifespan Development across Cultures. For example, if you read
something in the newspaper about raising children in another culture or see something in the news about health
practices in another country it is great to let other students and me know about it. If you want to know a technical
question about the course that needs my reply soon then send the question to me.
When contacting me:
1. CONTACT ME THROUGH ANGEL, NOT THROUGH MSU MAIL – you will already be in that site if you
are checking the FAQs! .
2. Put ISS 318 in the Subject Line of your Email.
Given the large number of emails that instructors receive this allows me to give current students first priority.
Direct your concerns to “FACULTY” and I will try to answer you within 24 hours, Monday through Friday. I may
reply through MSU mail but I’ll know the email came from our class because of the ANGEL heading and your
subject line!
Grading Scale
GRADE
4
PERCENTAGE SCORE
90 % to 100 %
POINTS
269 - 300
Note: Students who score
the minimum number of
points for a grade rejoice
3.5 85 % to 89 % 254 - 268
that they "just made it."
Unfortunately, sometimes a
3 80 % to 84 % 239 - 253
score is at the very top of the
range. The only points
2.5 75 % to 79 % 224 - 238
available are earned through
assignments listed in the
2 70 % to 74 % 209 - 223 syllabus. There are no ways
to get more points after the
1.5 65 % to 69 % 194 - 208 final, so please don't contact
1 60 % to 64 % 179 - 193
me if you are a point away
from the next grade!
0 < 60% #178
If earning a particular grade is very important to you (for example, if you are on academic probation or if a certain
grade is required to participate in sports or to graduate) then make sure that you do everything in your power
throughout the semester to earn as many points as possible on the graded activities. Please don’t ask me to
raise
your grade at the end of the semester because you are only a point or two away from the grade that you wanted.

ISS 318, Page
“All genuine learning is active, not passive. It involves the use of the mind, not just the memory.
It is a process of discovery, in which the student is the main agent, not the teacher.”
Mortimer J. Adler in The Paideia Proposal: An Educational Manifesto. (1982, page 128)
The Course Assignments…
Exams 1, 2, and 3 and Final Exam – 65 points each, 195 points total (one will be dropped)
These tests will include objective questions and short answer/essays questions. They include all information covered in
that part of the course: textbook, lectures, video, and so on. Exam 1 covers Chapters 1,2,3,4 and lecture, video,
readings, activities relating to these chapters. Exam 2 covers Chapters 5,6,7,8 and lecture, video, readings, activities
relating to these chapters. Exam 3 covers Chapters 9, 10 11,12, Death and Dying section, and lecture, video, readings,
activities relating to these chapters. The Final Exam is comprehensive. You may take all four exams and drop the lowest
score. If you miss one of the exams, however, this is the “lowest score” that is dropped. (Note: There are no makeups
–the reason that one can be dropped is because students sometimes are ill or have other unfortunate situations
at the time of an exam. MSU final exam policies are followed.)
CCE: Cross Cultural Explorations - Activities in Culture and Psychology, 5 points each, 40 points
total [12 Total, choose 8 to complete]
These activities involve work from pages 413 to 466 of your textbook. They require that you use critical thinking skills and
be able to look at topics from different perspectives rather than give "one correct answer". They are graded with that in
mind. This is a “stress reduction assignment” and so you may not turn in more than eight papers. Look ahead at the
semester and see when you want to plan to lighten your work load a bit. This is a healthy assignment choice for me as
well because over the course of the semester I will be grading 100 fewer cross-cultural explorations. When we get to the
chapter on Health across Cultures think about ways in which you can add healthy time management skills into your
career! Turn in these assignments on the workbook pages themselves or on Xerox copies of the workbook page
for full points.
MRP: Media Reaction Papers: 5 points each, 40 points total [12 Total choose 8 to complete]
These papers are typed, single-space, single-page reaction papers to the video resources (or audio) that are found in the
Custom Website: http://www.pearsoncustom.com/mi/msu_mylabs/ . You must use your access code in order to register
to see the videos because they are copyright-protected. A 5-point paper will use the information found in ONE of the
videotapes and analyze it in the context of our course. It is possible to write a 5-point paper in two well-written concise
paragraphs. The grading rubric is found later in the syllabus.
There are 12 assigned Media Reaction Papers but you only turn in 8. You choose the 8 that you want to complete. You
may not turn in more than eight. For example, if your birthday falls on one of the due dates or if you have a test on one
of those dates you might choose that as your "stress reduction" day. This is a stress reducer for me, too, because it
reduces the number of papers that I read and grade by 100 papers!! Professors need to make healthy life choices as
well! If you miss one of the deadlines that one will be dropped. There are no make-ups for this assignment since you get
to choose which ones to skip. If you accidentally turned in more than eight then only the first eight would count. An
electronic copy is turned in to the ANGEL drop box (.rtf, .doc, or .docx ONLY or this is one of the papers that is a “stressreduction”
skipped assignment that will not be graded) and a hard copy is brought to class to be shared and then turned
in. Your grade will be seen on the online rubric on the electronic copy.
CDIAL: Cultural Dialogues: 1 point each, 12 points total. [12 Total, Complete ALL 12]
The cultural dialogues are in ANGEL folders at the beginning of each chapter. For example, click on Chapter 1. You will
see a picture of a man and below his picture is a question asking, "How would you conduct research to explore the
cultural experiences of disciples of Sikhism" Below the question you will see a section in which you type a very brief
response. When you have finished then click on "Submit here to submit answer" underneath the question mark! You will
receive feedback about this topic. There are 12 Cultural Dialogue activities. There are no make-ups for Cultural
Dialogues. If you add the class late or miss one then you should do the Extra Credit. This is one of the reasons that we
have it! It is STRONGLY recommended that you complete Cultural Dialogues at the beginning of each week but
you MUST complete them by the Friday at 5:00 p.m. when we start that topic!

Surveys, 3 Surveys, 1 point each, 3 points total. [3 Total, Complete all 3]
Surveys will be given to get your feedback. It is helpful for me to ask questions now and then to keep tabs on the way the
course is going. There are no make-ups for missed surveys. SIRS and SOCT forms are great for future classes but these
are great for our class!
Sources of your Cultural Beliefs. 10 points.
In the media website for Chapter 8 you will find an exercise called “The Sources of your Cultural Beliefs”. You will
notice that it is an assignment rather than the typical media found on the site. Type up the answers to the
questions in this exercise using either paragraph or list responses. This assignment is due on November 2 and it is
turned in to the ANGEL drop box with the assignment’s name.
Extra Credit (Your Own Media Integration for the Class). 10 points.
This assignment is due on December 1 (Thursday) and will be presented in class (more details to follow).
Reasoning behind the Assignments: Cultural Concepts of Health and Healing AND our
Assignments
In Chapter 10 we will analyze cultural concepts of health and healing. Time Management is mentioned as an important
aspect of college life earlier in the syllabus. It is important to consider ways to reduce stress and manage time in healthy
ways throughout the lifespan. Students may wonder why they cannot complete all the Media Reaction Papers and just
drop the lowest grades. Why choose topics Sometimes professors choose how many assignments to give based on
how many papers they plan to grade. However, this solution allows you choice in terms of topics of interest as well as
scheduling flexibility into weeks that may need a bit more give-and-take! That is why the choice is offered in the Media
Reaction Papers and Cross Cultural Explorations. It is a healthy time management strategy for the instructor and gives
students options that they wouldn’t have had otherwise.
What does a Cultural Dialogue Assignment look like in ANGEL
The following screen shot shows the question you will answer when you begin Chapter 6!
These are found in the ANGEL site. They are called C-DIALS in ANGEL. As you can see there is a very small section for
your answer and you are not expected to have done any reading before you answer the question! Just let your answer
flow, as if a friend just asked the question at Biggby’s!

ISS 318, Page
MRP: Media Reaction Paper Instructions
1. Go to the Custom Website - The link is found on the Units Page. The enrollment code that provides access to this site
is packaged with your textbook or purchased separately online.
2. Watch/Listen to the Media for the Current Week. The week by week list is at the end of the syllabus. MAKE SURE
YOU WRITE YOUR PAPER ABOUT THE CORRECT VIDEO (DON’T GET YOUR WEEKS MIXED UP!!!) Be extra
careful because Chapter 10 is divided into two sections with different due dates. Although there is no Chapter
12, there is an MRP #12 because of the two sections in Chapter 10.
3. Choose ONE video/audio selection from the available selections to be the topic of your paper. Long after the course
ends there will be situations in which course content comes up in everyday life. This assignment helps integrate
course concepts and material from media sources. Note: You are expected to know the material in all the media
resources each week but you need to write a paper on only one of these resources.
4. Keep the Grading Rubric in mind as you write your paper. The Grading Rubric is found at the end of the syllabus, right
after the week by week list of media.
The paper isn't just a description of what happens in the videotape or just a paper showing that you comprehend the
points being made. If you are familiar with Bloom's Taxonomy the choice of the word "analyze" was a deliberate choice
in this assignment! Bloom's taxonomy gives a hierarchy of the development of intellectual skills. Analysis goes beyond
just describing or summarizing. Integrate the video into concepts that you are learning about in the course! This is a way
that you will be transferring your learning from this course long after the semester ends. When you watch a NOVA show
in 2012 there might be moments when you find yourself integrating course concepts! [By the way, when this happens, let
me know. I love to hear about learning that goes beyond a semester!]
You may have several videos from which to choose each week when writing the paper. These are short videos. Watch
them all because their content may appear on the exams! Some videos suggest sending emails about the content.
You don’t need to do that since you are choosing a one of the media resources to write about in detail.
Makeup Policies
A first missed exam is covered since you can drop an exam. In the case of a second missed exam, make-up exams will
be offered only to those who have a significant illness documented by a letter from a physician or those who have a
serious family problem (e.g., death of a family member) that precludes them from taking the second missed exam on the
scheduled day (this must also be documented). Students who miss an exam without satisfying these conditions will
receive a grade of zero for that exam. [MSU Final Exam policy will be followed if a final exam is missed] Makeup exams
may have a different format (such as an essay format) but the information covered will be the same.
It is best to complete written assignments ahead of time rather than waiting until the last minute in
case you encounter problems with your computer, you can’t find a printer that is working, or you feel
obligated to engage in unexpected activities just before a deadline. Life can be unpredictable at times!
Don’t wait until the last minute to try to complete an assignment. Assignments are either available for an
extended period of time or you are allowed to drop certain assignments – makeups are not available for these
assignments. It isn’t a good plan to use all your stress-reducers the first month
Use the chart to remember which assignments you are required to do and which assignments have some flexibility. Of
course, if you add the class late and you have already missed deadlines, then those will be dropped. Or if you have
waited until the last minute and then have a computer problem or an illness then that will be the assignment that gets
dropped. You may want to submit many assignments early in the semester just in case you encounter a problem later.
Or you might decide to skip assignments around significant dates in your life, such as a birthday!
EXAM: Exam 1,2, 3 and Final
CCE: Cross Cultural Explorations
MRP: Media Reaction Papers
CDIAL: Cultural Dialogues
SURV: Surveys
SOURCBELIEF
1 Exam is dropped
8 are turned in
8 are turned in
All are turned in
Use all grades
1 assignment

Feedback on Course Grading and Grade Appeals
During the exam you can change any multiple-choice answer into a short-answer response.
After an exam if you believe that you have answered a question correctly but it was marked wrong you can appeal that
question. In order to appeal a question you must follow this format. Explain
(1) Why your choice is the BEST answer.
Document your explanation. Provide page numbers, lecture information, etc.
(2) Explain why the choice that is marked as the correct answer is wrong or ambiguous.
Important dates for Question Appeals:
Exam 1 questions and anything due before it may be appealed through October 27.
Exam 2 questions and anything due Exam 1 and Exam 2 may be appealed through November 23.
Exam 3 questions may be appealed until the Final Exam.
After the appeal dates all grades in the Gradebook are considered correct.
FINAL EXAM:
Make any final exam appeal immediately so that changes are made before grades are submitted to the Office of the
Registrar: After grades are submitted then no additional changes to grades, exam scoring, etc. will be made.
There are no exceptions to this rule unless I make calculation errors.
ISS Final Exam Schedule
ISS courses NO LONGER have common exams. This may have been true for your 200-level ISS class but it
changed in the Fall of 2009. Our final follows the regular final exam schedule.
Please make a note of this and plan to take the final as scheduled. MSU policy states: "No student should be required to
take more than two examinations during any one day of the final examination period. Check your schedule early in the
semester to make sure that you don’t have more than two final exams on the same day.
If you have 3 finals in one day then you need to go to either:
170 Bessey (main office, 355-3515) OR 229 Akers OR S33 Wonders. These offices have a list of which classes have
priority over others when it comes to the final exam. They will give you a form to take to the professor who needs to
schedule a makeup. Then you will return the form to them.
If you get sick or something out of your control comes up during finals week then students must "notify the assistant
deans of their colleges immediately." The dean will let me know, although I would appreciate that you cc the information
to me also.
Important MSU Final Exam Policies
Another MSU final exam policy that is important to know:
“A student absent from a final examination without a satisfactory explanation will receive a grade of 0.0 on the numerical
system, NC on the CR-NC system, or an N in the case of a course authorized for grading on the P-N system. Students
unable to take a final examination because of illness or other reason over which they have no control should notify the
assistant deans of their colleges immediately."

ISS 318, Page
Figure Out Your Final Exam Schedule at this Website
http://www.reg.msu.edu/ROInfo/Calendar/FinalExam.asp
If Your Class Meets* Beginning at One of These Times Your Exam Date and Time Is
TuTh
8:00 a.m.
Friday December 17
or
7:45-9:45 a.m.
8:30 a.m.
ISS 318
ISS 318 Final Exam
How do I view my own grades in ANGEL
1. Go to the Report Tab.
2. Choose Report under the Category Setting.
3. Pick Grades from the Drop-Down List.
4. Go over to the Right and click on Run.
5. You will see all your points for each graded activity.
6. By adding up these points you will be able to compare them to the scale in the syllabus to know your current grades at
all times.
Keep Track of Your Course Grades!
At MSU, grades are the responsibility of the instructor and reflect your instructor’s evaluation of your work. If you have
questions about how you have been assessed on your work or effort, you should contact the instructor as soon as
possible after receiving the grade. See the earlier section of the syllabus for dates by which these grade appeals must be
made. You should keep track of your attendance and grades and talk with the instructor if there is a problem. Students
are responsible for keeping track of their course grades.
ANGEL Tracking
Please be aware that ANGEL tracks all student login information. For example, it tracks when you have logged into
ANGEL and when you have logged out. This is helpful for the instructors because it allows us to resolve issues if there is
a problem with the ANGEL system in terms of logging on and/or gaining access to the various sections of the site. ANGEL
tracking also can reveal academic misconduct. Of course, professors cannot view the personal content of a student in the
“My Content” area of ANGEL.
Commercialized Lecture Notes
Commercialization of lecture notes and university-provided course materials is not permitted in this course

Exams: Assessing a Sample of What You have Learned
Remember: Exams and Assignments SAMPLE the information that you
learn! You will learn valuable knowledge that won't be assessed in class!
This large oval
represents what you
have learned
Important information
Important information
Important information
Important information
Important information
Important information
Important information
Important information
Important information
Important information
Important information
Sample of
important
information
Since there isn’t time to ask you
EVERYTHING that is important,
the smaller oval represents a sample
of your knowledge. I assume that you
would be able to answer other questions
just as well if we had more time for exams
and assignments!
Accommodations for Disabilities
Students with disabilities should contact the Resource Center for Persons with Disabilities to establish reasonable
accommodations. Contact RCPD by phone at (517) 353-9642 (voice) or (517) 355-1293 (TTY). Visit the RCPD website at
http://www.rcpd.msu.edu/Home/
or send them an email at rcpd@msu.edu
Send your VISA document by email on or bring a copy as soon as possible.
Observing a Religious Holiday
You may make up coursework missed to observe a religious holiday; make arrangements in advance with the instructor.
Look over the course dates at the beginning of the semester and see if an exam falls on one of these days. I’ve included
some holidays that students have mentioned in the past in the syllabus to heighten our awareness of these special days.
If there is a holiday for me to include that you celebrate just let me know!

ISS 318, Page
Tentative Course Calendar with Due Dates i
Mon. Tuesday Wed. Thursday Fri.
Week 1
Development Across Cultures and
the Social Sciences; Theory
Sept. 1 Ecclesiastical Year begins –
Orthodox Christian
Sept.1
Semester
Begins
September 2
CCE #01
Sept. 3
Week 2
Methodology in Cross-Cultural
Development
Sept. 2 Krishna Janmashtami - Hindu
Sept. 8-10 Rosh Hashanah – Jewish
Sept. 10 Eid al Fitr‐ Ramadan ends ‐
Islam
Sept.6
MSU
Closed
September 7
MRP #01
Sept. 8 September 9
CCE #02
Sept.
10
Week 3
Cultural Variations in Socialization
Sept. 12 Paryushana - Jain
Sept. 17-18 Yom Kippur - Jewish
Sept.
13
September 14
MRP #02
Sept. 15 September 16
CCE #03
Sept.17
Week 4
Cross-Cultural Perspectives on
Physical Development
Sept.
20
September 21
MRP #03
Sept.22 September 23
CCE #04
Sept.
24
Week 5
Genetic Disorders:
Cultural Responses
Sept.
27
September 28
MRP #04
Sept. 29 September 30
EXAM 1
Chapters 1-4,
Lectures, Activities
Oct. 1
Week 6
Oct. 4 October 5
Oct. 6 October 7
Oct. 8
Culture and Cognition Culture and
Language
MRP #05
CCE #05
Week 7
Oct. 11 October 12
Oct. 13 October 14
Oct. 15
Cultural Views of the Self as a
Person
MRP #06
CCE #06
Culture, Temperament and
Personality
Week 8
Cultural Influences on Female and
Male Socialization
Oct. 17 Dasera - Hindu
Oct.18 October 19
MRP #07
Oct. 20
Middle of
Semester
October 21
CCE #07
Oct. 22

Week 9
Oct.25 October 26
Oct. 27 October 28
Oct. 29
Culture and Social Behavior
MRP #08
CCE #08
EXAM 2
Chapters 5-8,
Lectures, Activities
Week 10
Nov. 1 November 2
Nov. 3 November 4
Nov. 5
The Family in Cultural Context
Nov. 1 Samhaine – Pre‐Christian
Celtic, Druid, Wicca,
(Northern Hemisphere)
All Saint’s Day – Christian
Nov. 2 All Souls Day – Catholic
Christian
Nov 5 Diwali Hindu Sikh Jain
The Sources of your
Cultural Beliefs (Ch 8
media website) exercise
due
SLOAN
CONSORTIUM
Lecture on ANGEL
SLOAN
CONSORTIUM
On Online
Learning
Lecture on ANGEL
Week 11
Nov. 8 November 9
Nov.10 November 11
Nov. 12
The Family in Cultural Context:
Mate selection, Marriage; Birth
process across cultures
MRP #09
CCE #09
Week 12
Family Relationships,
Grandparenthood;
Cultural Concepts of Health and
Healing
Nov 16 Eid al Adham – Islam
Nov.
15
November 16
Mrs. Palfrey at the
Claremont
MRP #10
read the syllabus carefully
to choose the correct
media!
Nov. 17 November 18
CCE #10
Nov. 19
Week 13
Death, Dying and Bereavement
Across Cultures
Nov 26 Day of Covenant‐ Baha’i
Nov 28 First Sunday of Advent –
Christian
Nov.
22
November 23
MRP #11
CCE #11
Nov. 24 November 25
Thanksgiving
Nov.26
Break
Week 14
Death, Dying and Bereavement
Across Cultures
Dec 2‐9 Hanukkah – Jewish
Nov.
29
November 30 Dec. 1 December 2
Extra Credit
Media Integration
Due
Dec. 3
Week 15
Dec. 6 December 7
Dec. 8 December 9
Dec. 10
Looking to the Future
Dec 6 Saint Nicholas Day – Christian
Dec 8 Immaculate Conception of Mary
– Catholic Christian
CCE #12
MRP #12
EXAM 3
Chapters 9-11
Death & Dying,
Lectures, Activities
Week 16
FINAL EXAM WEEK
Dec 12 Feast Day of Our Lady of
Guadalupe – Catholic Christian
Friday
December 17
7:45-9:45 a.m. Same Classroom
Final Exam - Comprehensive

ISS 318, Page
ISS 318 Custom Website Resources*
Media associated with Chapter 1: (MRP #1)
Building a Town on Sign Language (audio), Robert Sternberg on Practical Intelligence.
Media associated with Chapter 2: (MRP #2)
Diversity in Psychology Inquiry (still photo), Moral Development, The Zone of Proximal Development, Scaffolding
Media associated with Chapter 3: (MRP #3)
Breastfeeding; Remaining Physically Active in Midlife: Miss Janet, age 57; Exercise in Late Adulthood: Senior Line
Dancing Class; Exercise Centenarian Perspectives: Onie, Age 107
Media associated with Chapter 4: (MRP #4)
Fetal Alcohol Syndrome, Doulas, and the Pregnant Body.
Media associated with Chapter 5: (MRP#5)
The Importance of Culture, The Sensorimotor Stage, Children’s Private Speech
Media associated with Chapter 6: (MRP#6)
Teens and Wicca (audiotape), Robert Sternberg on Cultural Influences, Nappy Hair Controversy, Self‐Recognition
Media associated with Chapter 7: (MRP#7)
Strombler: Study of Sex, Gender Intensification and Gender Schemas in Adolescence, Coping with Widowhood: Anna
Mae, age 82
Media associated with Chapter 8: (MRP#8)
The Sources of Your Cultural Beliefs (separate exercise) , Age Myths, Attachment in Infants, Redefining Fatherhood
Media associated with Chapter 9: (MRP#9)
Cultural Background [Role in Marital Interaction], Labor and Birth, Marriage and Children, Death of the Family Dinner,
Transcultural Adoption: Jane & Emily, Transition to Parenthood: Adena & Cooper, Joining of Families in Marriage, Dual‐
Earner Families.
Media associated with Chapter 10, Part A: Culture and Health Section (MRP#10)
Before Informed Consent, Male Body Image

Media associated with Chapter 10, Part B: Death, Dying and Bereavement Section (MRP#11)
Chuck, a Cancer Patient, Prepares for Death; Helping the Terminally Ill, The Hospice Approach, Coping with
Bereavement, Grief and Meaning‐Making after the Loss of a Child: Heidi, Age 40.
Media associated with Chapter 11: (MRP#12)
Robert Sternberg on Giftedness
* Pay particular attention to your choices for MRP #10, MRP #11 and MRP #12. Since MRP #10 and MRP #11 are both
found in the Chapter 10 resources, make sure that you make an appropriate choice for each paper!

ISS 318, Page
Criteria
MEDIA REACTION PAPER GRADING RUBRIC
Achievement Level
Integration with
Course Concepts
(25% Weighting)
Bloom's
Taxonomy
(25% Weighting)
Failing
(0%)
0 percent
No attempt is
made to integrate
media with
course concepts.
0 percent
No attempt to
summarize,
describe, or
analyze media.
Below Average
(25%)
6.25 percent
An attempt is made to
integrate media with
course concepts but
information may not
be accurate or the
details to explain why
the course content is
linked may not be
provided.
6.25 percent
Inaccurate summary of
media; no analysis.
Average
(50%)
12.5 percent
Media is integrated
with course content
but the ideas are not
fully developed.
Supporting details
are provided but are
not integrated with
the main point being
made.
12.5 percent
Accurate
summary/descriptio
n of media but no
analysis.
Very Good/Strong
(75%)
18.75 percent
Paper clearly show
how course concepts
illustrate a particular
theoretical point.
Ideas are fully
developed. Although
supporting details are
provided there are no
specific examples
illustrating a course
concept.
18.75 percent
Strong analysis of
media
Exceptional/Superior
(100%)
25 percent
Specific examples from
media clearly show how
course concepts illustrate
a particular theoretical
point. Ideas are fully
developed.
25 percent
Exceptional analysis of
media
Personal
Experience
(25% Weighting)
0 percent
No attempt to
incorporate
personal
experiences into
media reaction
paper.
6.25 percent
Personal opinion or
personal example that
does not relate to the
topic.
12.5 percent
Comments are made
"about" topic but
there are no
personal examples
and no engagement
"with" the topic.
18.75 percent
A relevant example is
provided from
personal experience,
other media viewed,
an event observed, or
something of a
similar nature in
order to add depth to
the paper.
25 percent
Relevant insights are
included to engage the
reader. These may be
from personal
experience, other media
viewed, an event
observed, or something
of a similar nature in
order to add depth to the
paper that is unique to
the writer.
Writing
Style/Mechanics
(15% Weighting)
Format
(10% Weighting)
0 percent
Serious
organizational
problems. The
paper does not
appear to have
been planned
before it was
written. Many
problems with
sentence
structure, or
grammatical
errors, or spelling
errors.
0 percent
Paper is not
typed, singlespaced,
one-page
in the assigned
format.
3.75 percent
An attempt was made
to plan the assignment
but it remains
disorganized in several
places. There are
several mechanical
errors.
7.5 percent
The assignment has
a sense of
organization. The
opening and closing
sections unite it
adequately. There
are some sentence
structure problems,
errors in grammar,
and spelling
problems. The
writing style is
simple and lacks
creativity or depth.
11.25 percent
There are logical
transitions in well
organized paper. The
opening and closing
unite the paper in an
effective framework.
The paragraphs are
well-constructed.
There may be a few
mechanical errors.
15 percent
The writing style is
distinctive and confident.
There are clear and
logical transitions in a
well organized paper.
The opening and
conclusion engage the
reader and unite the
paper providing an
effective framework. The
paragraphs are wellconstructed.
There may
be one or two mechanical
errors that are not
serious.
2.5 percent 5 percent 7.5 percent 10 percent
Paper is typed, singlespaced,
one-page in the
assigned format.

Issues of Academic Integrity
Every student is held responsible for knowing the academic integrity policy at MSU. The policy can be found at
http://www.vps.msu.edu/SpLife/rule32.htm
Look through the folder that I’ve put up in the ANGEL site for some explanations about academic integrity to give you
some concrete explanations.
Here are some examples of academic dishonesty:
• Have another student provide academic assistance or coaching during an online quiz or test
• Have another person take a quiz or test for you
• Copy questions or answers from any face-to-face or online quiz or test and share them with another student
• Copy questions or answers from any face-to-face or online quiz or test and post them on a website for others to view
• Get questions and/or answers from students who have already taken an exam or quiz you are scheduled to take
• Collaborate with other students on projects or assignments without your instructor's permission
Here are some definitions of plagiarism – make sure you avoid it!
“a piece of writing that has been copied from someone else and is presented as being your own work” (Webster’s
Dictionary Online)
“claiming or submitting the academic work of another as one’s own”
(Spartan Life: Student Handbook and Resource Guide, see pages 76-77, 108-109)
http://www.vps.msu.edu/SPLife/default.pdf
“the appropriation of another person’s ideas, processes, results, or words without giving appropriate credit” (White House
Office of Sciences and Technology Policy on Misconduct on Research
Information about cheating from the student’s point of view can be found at:
http://www.msu.edu/unit/ombud/dishonestystud.html
One of the responsibilities of being an MSU college student is to read the current issue of Michigan State University,
Academic Programs (published by the Registrar's Office) for information about what constitutes scholastic dishonesty.
Scholastic dishonesty will be prosecuted to the fullest extent in this class.
You get a 0.0 in the class and a letter is written to your Dean and to mine about the incident. It is possible that the
department may take steps to expel a student found guilty of cheating. A file will be kept that details why this grade was
given.
Most students are honest. Many students put in considerable effort and come in during office hours to earn a good grade
and it isn't fair to them to give a student who cheats the same grade. Academic integrity is highly valued in a community
of scholars. If an assignment hasn’t been discussed as a group assignment then assume that it is an individual
assignment until you find out otherwise from a professor.
Don’t look at notes or other students’ papers during exams or plagiarize written work. Make sure that your cell phone and
other electronic devices are put away. When in doubt about academic integrity, ask your professor!

ISS 318, Page
Excerpts from "Cheating from Where the Student Sits"
http://www.msu.edu/unit/ombud/dishonestystud.html
Academic honesty and integrity are fundamental values in a community of scholars. As stated in the MSU
Academic Freedom Report, students and faculty share a commitment to and responsibility for "maintaining the
integrity of scholarship, grades, and professional standards." To abuse these values is to assault one's own
personal integrity and character. Yet cheating occurs on this campus and elsewhere. One researcher has called
cheating an "international epidemic."
The best way to protect yourself from an allegation of academic dishonesty is simple: Don't cheat. Read on for the
answers to frequently asked questions on this topic, which is of increasing interest on campuses throughout the
world.
I think I know what cheating is, but how does MSU define cheating
Start with the Academic Freedom Report, especially Article 2. Then move on to Protection of Scholarship and Grades.
This defines academic dishonesty as conduct that violates the fundamental principles of truth, honesty, and integrity.
The following conduct is specifically cited:
supplying or using work or answers that are not one's own;
providing or accepting assistance with completing assignments or examinations;
interfering through any means with another's academic work;
faking data or results.
From this, it's obvious that you can't ‐‐ or at least shouldn't:
turn in an exam, paper, or project that is not wholly your own work;
copy answers from another student's exam or test;
get questions and/or answers from students who have already taken an exam or quiz you are scheduled to take;
have another person take a test for you;
submit the same paper for two or more classes;
use other authors' ideas and phrases without proper attribution; and
collaborate with other students on projects or assignments without your instructor's permission.

How can I avoid even being suspected of cheating
Your question assumes that innocent behavior can attract negative attention from instructors, and that may be true. To
protect yourself from any suspicion of cheating, try the following.
When taking quizzes, tests or exams:
keep your eyes fixed firmly on your blue book or score sheet;
don't take any unauthorized gear to the test site, (e.g., study notes, textbooks, calculators, cell phones);
place your personal belongings under your desk and out of sight;
don't fiddle (e.g., tap your pencil or fingers, rearrange your clothing);
know what plagiarism is so you can avoid it.
[Plagiarism (from the Latin plagiarius, an abductor, and plagiare, to steal): Plagiarism is defined as presenting
another person's work or ideas as one's own.]
What do I do if my instructor accuses me of cheating‐‐and I really didn't do it
If this should happen, don't get angry or retaliate with rudeness. Take a deep breath, get out paper and pencil for note
taking, and politely ask your instructor what evidence she or he has to support such a serious allegation. Carefully and
calmly take notes on each point of evidence. Ask your instructor to meet with you as soon as possible so that you can
present evidence to refute the allegation. Then, immediately locate witnesses or evidence (e.g., notes, drafts, study
partners) that can be used to establish your innocence and take the information to the scheduled appointment with your
instructor.
You also may seek assistance from the Office of the Ombudsman. The Ombudsman can tell you what your rights are and
explain the appeals process, should that be necessary. Briefly, an appeal for either the accusation or sanction begins with
meeting with the instructor. If a resolution is not reached, the next step is to meet with the department chair/school
director. A formal hearing would follow if the unit head or the Ombudsman cannot resolve the issue.
What happens to me if I am guilty of cheating
If your instructor believes you have committed an act of academic misconduct, s/he may issue a penalty grade, including,
but not limited to, a failing grade on the assignment or in the course. If your instructor gives you a 0.0 in the course the
Integrity of Scholarship and Grades All‐University Policy requires your instructor to send a letter to your dean to explain the
circumstances. Depending on the seriousness and extent of violation, the dean can refer your case to your college hearing
board for possible disciplinary action. The college hearing board can impose the following sanctions (AFR 4.2.4): issue a
warning, place you on warning probation, institute disciplinary probation, or suspend you. Visit the Ombudsman to clarify
the procedures and policies.
Any other advice
Again, don't cheat. The stakes are too costly for your academic career and your reputation. Faculty are increasingly resorting
to various strategies to discourage their students from committing any acts of academic dishonesty, including stepping up
their monitoring of students during exams. If you need assistance in passing a course, seek help from your instructor.
The Learning Resources Center can provide you with strategies to improve your study skills and habits. Start on projects
early in the term, give yourself adequate time to study for exams, and don't pressure yourself to be perfect

ISS 318 Page 19
Student and Instructor Roles and Responsibilities
Learning is an active process and it is hard work! You will determine how well you accomplish
the goals. Many people are involved in your college education, but the most important person is
YOU!
Therefore, your role is to
< organize your life so that you can attend class regularly. Plan to be present on exam days.
Students are expected to attend class from the beginning to the end! It is disruptive to arrive late
or to leave early.
< keep up with the assignments/readings so that you can structure the knowledge we share in class.
It is your responsibility to know when assignments are due based on the deadlines in the syllabus
and/or the Weekly Checklist in ANGEL.
< listen and learn from those around you, asking questions and participating in class discussions.
< relate your knowledge to your own life (cognitive psychologists have found that the "Self‐reference"
aspect of memory is powerful in terms of retention of material)
< be engaged in the class! (sad to say, we don’t multi‐task as well as we think we do!)
Important Note: As a courtesy to your classmates and instructor, please put all cell phones on
vibrate mode and respond to your calls and texts after class unless it is an emergency that is
important enough for us to disrupt our class. We DO want to know when DPS sends a message
about a tornado warning. We can wait until after class to find out that Bubble Island is having $2.00
specials! [If it is a non‐normative event that is personally very exciting that is OK, too. For example,
one student found out she became an aunt during class and her reaction was enough to make
everyone wonder about the message. Just be reasonable in whether it is appropriate to share].
Newspapers, other reading materials, IPods, and any other distracting materials are not allowed
in class; remember to turn them off and put them away when class begins. They distract me as
well as your classmates!
Laptops on topic‐related sites are fine. Sites that are distracting to those around you or to me are
not.
A student cannot be actively engaged when sleeping in class. Many students have had the
experience of feeling like you are falling when you go to sleep and suddenly you “jerk” awake
(hypnic jerks). This is disconcerting when it happens in a classroom! Long hours of studying,
working, and trying to maintain a social life can make it challenging to maintain the sleep schedule
that you need. To balance your lifestyle a great resource is
http://www.counseling.msu.edu/feature/wellness‐selfcare‐center
Check out this website and then visit the center to help with your fatigue. We will wake you up if it
happens in class but they can help get your lifestyle back in balance. Sleeping students are
disruptive to an active learning environment. The National Sleep Foundation points out how
critical sleep is to your success: "Sleep is food for the brain. During sleep, important body functions
and brain activity occur. Skipping sleep can be harmful — even deadly, particularly if you are behind
the wheel. You can look bad, you may feel moody, and you perform poorly. Sleepiness can make it
hard to get along with your family and friends and hurt your scores on school exams, on the court or
on the field. Remember: A brain that is hungry for sleep will get it, even when you don’t expect it."
National Sleep Foundation, http://www.sleepfoundation.org/article/sleep‐topics/teens‐and‐sleep

What about eating in class Some professors view food as distracting but I think that hunger is
equally distracting! If you haven’t eaten breakfast then you need food! It is OK to bring food as
long as you can eat it quietly (avoid carrots!). Just make sure you clean up any evidence when you
leave
In order to be an effective instructor, my role is to
< facilitate your learning by structuring the course and class time.
< select effective resources for your learning.
< structure opportunities to learn from each other and from me.
< give you feedback regarding your performance in the course.
< establish a positive environment that fosters appreciation of the course topics.
i
Tentative Course Calendar with Due Dates: Why tentative I anticipate that these will be the
dates that assignments, surveys, and exams will be due. However, I'm sure that many of us recall
the Northeast Blackout that hit on August 14 of 2003. One never knows when schedules need to
change for unexpected reasons, whether they are due to weather or energy grids! But given a
predictable world these are the dates that we have scheduled!