Course Syllabus Table of Contents PSY 244 - Department of ...

Course Syllabus Table of Contents
PSY 244: Online Developmental Psychology
Infancy through Childhood Summer 2010
Table of Contents
The Textbook and Materials for the Course are ............................................................................... 2
The Online Nature of the Course .................................................................................................... 3
The Grading Scale .......................................................................................................................... 4
How do I View the Grades for my Assignments in ANGEL ................................................................ 4
The Assignments for the Course ..................................................................................................... 5
An Overview of the Course Assignments ........................................................................................ 5
Exam Information .......................................................................................................................... 7
Feedback on Course Grading and Grade Appeals ............................................................................ 8
Assessment Method ...................................................................................................................... 9
How do I hear a Lecture Online .................................................................................................... 9
Time Expectations and Course Timeline ....................................................................................... 10
Issues of Academic Integrity ......................................................................................................... 11
ANGEL Tracking ........................................................................................................................... 12
ANGEL “Save & Finish Later” Option: ............................................................................................ 13
ANGEL Supported Browsers: ........................................................................................................ 13
Accommodations for Disabilities .................................................................................................. 13
Observing a Religious Holiday ...................................................................................................... 13
Video Tool Kit Assignments .......................................................................................................... 14
“What’s Developing”: Grading Rubric ......................................................................................... 15
“What’s Developing”: Assignment Details ................................................................................... 16
“What’s Developing”: HELP Information ..................................................................................... 17
“What’s Developing”: Assignment Questions .............................................................................. 17
Tentative Course Calendar with Due Dates ................................................................................... 19
Pilot SIRS Program Information .................................................................................................... 20

Instructors:
Course Developed by:
Cathleen E. McGreal, Ph.D. mcgreal@msu.edu
Your Course Instructor:
Brent Lyons
lyonsbr3@msu.edu
Office Hours: Listed on our ANGEL site
Our goal is to respond within 24 hours. (Mon – Fri)
Often we are able to respond the same day.
Questions about technical aspects of the course with
ANGEL or the lectures in Breeze:
CALL MSU HELP LINE: 1-800-500-1554 or
(517) 355-2345
Online Developmental Psychology: Infancy through Childhood*
Prerequisite: PSY 101
“What was your favorite toy when you were in kindergarten”
Think for a moment:
How might that toy have enhanced your motor skills, imagination, language or social skills
Do you study for college classes using the same strategies that worked in fifth grade
Probably not!
Developmental psychologists use the scientific method to address continuities and discontinuities of
development through empirical research.
Psych 244 covers prenatal development through childhood, focusing on changes in the brain and body,
cognition, emotions, personality, contexts of development and interpersonal relationships.
The Goals of the Course are:
To analyze key issues of child development, including major theories and concepts of development as
well as to identify major researchers and theorists.
To understand the methods used in developmental psychology (how we know what we know!) and to
think critically when analyzing developmental research.
To gain awareness and demonstrate how individuals stay the same over time (continuities) and how
individuals change (discontinuities).
To learn how to interact sensitively with children and to apply the ideas learned to your own life
experiences.
The Textbook and Materials for the Course are:
Berger, Kathleen S. (2009). The developing person through childhood. (Fifth
edition). New York: Worth Publishers.
Video Tool Kit for Human Development, Worth Publishers. This is a website with FLASH activities and
videos. An access code to the site is typically bundled with new books to reduce cost to access
the site. If you purchase a used book then access to the Video Tool Kit is purchased at the
website for $18.95. The Class Name at the site is Psych 244_2010 and the Class ID is Mc77.
URL: http://bcs.worthpublishers.com/devtk/player/pages/login.aspxuid=0&rau=0
Books will be available through the bookstore on the campus at Michigan State University,
http://www.spartanbook.com/ (go to secure online ordering) , the Student Book Store
http://www.sbsmsu.com/ and other area bookstores as well as at online sources.
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Frequently asked textbook question: What if I find a used copy Berger's The Person through
Childhood AND ADOLESCENCE (Eighth edition) Can I buy it
If you get a good deal then you may buy that book. Notice that it is the 8 th edition instead of the 5 th
edition. It is the same as the childhood edition; it just has the extra chapters on adolescence. It is the
8 th edition because she didn’t start pulling out the childhood chapters for a separate book for the first
three editions of her child/adolescent book. We order the childhood text because it is a paperback book
and it is less expensive than this hard-cover edition. Since MSU offers Psych 344 we don’t cover any of
the adolescence chapters that would make the additional expense worthwhile. But if you find the book
used and it is economical then that would be an appropriate choice. Then you would order the Video
Tool Kit site separately unless it came with your used book. Two of my children attend MSU and my
motto regarding textbooks is, “Go the least expensive route that still gives you the tools you need for the
class.”
The Online Nature of the Course
This course will be held entirely online through the ANGEL course management system. There will be
no face-to-face classes or tests. You won’t need to come to campus. Each assignment will tell you the
ANGEL method that will be used for submission. Since this course is completely online, you WILL need
to make sure that you will have consistent access to the Internet throughout the course. This course
requires a high speed internet connection. You also need to be on a computer that allows downloads of
free browser plug ins so that you can watch movies and listen to lectures. A community library would
have to have FLASH installed, for example, in order for you to see and hear the lecture.
If there is a problem during a test report it as soon as possible to the MSU HELP LINE at 1-800-500-
1554 or (517) 355-2345. They will log the problem and in turn, report it to us. These technical problems
should be reported immediately (maximum within 6 hours). You may also report the problem to us
(although we are not available 24/7 like the Help Line ) If there is a system problem then hearing
about what happens from more than one student helps them discover what has gone wrong. If it is just
a problem with your computer then they can help trouble shoot that issue, too. If we find out a day or two
later that there was a problem with a connection then it is difficult to resolve the issue in regard to a
particular exam. Keep the ANGEL help numbers by your computer in case there is a problem.
Getting Answers to your Questions throughout the semester
First, check out the syllabus and then the 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 at the Class Lounge because another student may see it and happen
to know the answer (handy at 2:00 a.m.!). Instructors only go into the Class Lounge now and then; if you
expect instructors to reply then direct an email to us, don’t post a question to other students. If a post is
of common interest we 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 Developmental
Psychology. For example, if you read something in the newspaper or see something in the news that
relates to the course it is great to let other students know about it. If you want to know an answer that
involves technical aspects of the course then contact the faculty!
When contacting us:
CONTACT US THROUGH ANGEL, NOT THROUGH MSU MAIL.
Put Psych 244 in the Subject Line of your Email.
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Given the large number of emails that we receive this allows us to give our online students first priority.
Direct your concerns to “FACULTY” and one of us will try to answer you within 24 hours, Monday
through Friday.
Office Hours are posted in our ANGEL site. During this time I will be available online for
discussion, questions, and other class-related help. In addition to these times, I will check my
email intermittently throughout the day. It is reasonable to assume I will answer all messages
within a business day (24 hours). As an accelerated version of Psych 244, the class has quite a
rigorous schedule. My primary goal is to support you in this class. Please feel welcome to contact
me with any questions you may have. Brent
The Grading Scale
GRADE
4
PERCENTAGE SCORE
90 % to 100 %
POINTS
309-345
Note: Students who score the
minimum number of points for
a grade rejoice that they "just
3.5 85 % to 89 % 292-308
made it." Unfortunately,
sometimes a score is at the
3 80 % to 84 % 275-291
very top of the range. The only
points available are earned
2.5 75 % to 79 % 258-274
through assignments listed in
the syllabus. There are no
2 70 % to 74 % 240-257 ways to get more points after
the final, so please don't
1.5 65 % to 69 % 223-239 contact us asking for a way to
1 60 % to 64 % 206-222
do an extra assignment if you
are a point away from the next
0 < 60% # 205
grade!
The grades in this course are based on performance, not on effort.
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 us 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.
How do I view the grades for my assignments 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 percentage scores on the
Grading Scale of the syllabus to know your current grades at all times.
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The Assignments for the Course
Exam 1 – Chapters 1 and 2 [50]
Exam 2 – Chapters 3 and 4 50
Exam 3 – Chapters 5,6,7 50
Exam 4 – Chapters 8,9,10 50
Exam 5 – Chapters 11,12,13 50
Open book exams – circumstances may mean that you cannot
take one of the exams OR you can drop your lowest score.
What's Developing 1 [15]
What's Developing 2 [15]
What's Developing 3 15
What's Developing 4 15
What's Developing 5 15
VideoTool Kit 1 [10]
VideoTool Kit 2 [10]
VideoTool Kit 3 10
VideoTool Kit 4 10
VideoTool Kit 5 10
Class Surveys 5
Final Exam 65
“Magazine Articles” of approximately 1200 words relating to
developmental psychology and/or your developmental
experiences. You choose Three of the Magazine assignments on
developmental topics. [This is not a “drop a lowest score
assignment – it is a stress-reducing assignment to help you
balance your work load]
Exploring Development Video Tool Kit Exercises – Watch
children engage in the activities we read about. Each weekly
assignment includes more than one activity. The VideoTool Kit is
an online collection of interactive activities, FLASH animations,
and videos.
[This is not a “drop a lowest score assignment – it is a stressreducing
assignment to help you balance your work load]
ANGEL Surveys in the Course
Open book Final Exam
TOTAL POINTS 345
COURSE ORIENTATION PASSWORD: CHILDREN
[Your syllabus password for Day 1 ANGEL orientation]
Day One Orientation Password
An Overview of the Course Assignments
1. Exam 1,2,3,4 and 5 – Exams open 5:00 p.m. on Wednesdays (open for 24 hours)
The exams are open for 24 hours from 5:00 p.m. on Wednesday night until 5:00 on Thursday night.
These tests may be fill-in, multiple-choice, or other objective questions. One of the reasons they are
open book is so that you can spell terms and names correctly. Imagine that someone was on Wheel of
Fortune and asked if there was an “i” in the word Vygotsky. The answer is no. On an exam the
correct letters have to be given in the right order, too, for key terms! So “teratogens” would be the
correct answer if you were asked the term for “Agents and conditions, including viruses, drugs, and
chemicals, that can impair prenatal development and result in birth defects or even death”. These
exams include all information covered in that part of the course: textbook, lectures, video, video tool kit
and so on. There are many questions that will be answered in a short period of time so you must know
the material very well even though it is open book. Once again, you may use your book but all work
must be completed on your own. Make sure you stay in the exam rather than going to different folders
in ANGEL. Although it is open-book it is NOT open ANGEL-site. That can cause problems in the
administration of the exam itself. DON’T OPEN YOUR ANGEL SITE IN ANOTHER BROWSER
DURING AN EXAM. It might appear to work but ANGEL sometimes lists you as a guest in one site and
it lists you as “You” in the other ANGEL site! Your exam may not record your answers correctly because
ANGEL alternates the site in which you are a guest and in which you are “you”. This means it would
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have to be the exam that gets dropped because your score ends up being low. Technical questions are
answered during the exam but questions about course content will not be answered during the 24-hours
that exams are open.
2. What’s Developing Due 5:00 p.m. on Mondays
Throughout the course you will read about how “children’s work is their play” and about the role of
pretending in cognition. Your work has an element that I hope you will enjoy, too! Instead of a traditional
term paper you write three shorter papers as if you were a writer for Time® or for Newsweek® who
specialized in child development. You have the same amount of space each week - one page in the
magazine. The Magazine is found in ANGEL. Just click on “Launch Magazine”. The editor gives you
two assignments and both must be included in that week's issue of the magazine. When you click on
“Save Answers” they are saved for the Editors (Prof. McGreal and Brent!). One assignment always has
a "personal point of contact" between you and the reader so that you have the opportunity to build a
strong readership base. In that story you relate aspects of your own development or you have the
opportunity to give your view. The other assignment requires that you present theory or research to your
readers. You will find a grading rubric later in the syllabus. Note: You have a very limited word count
and we are aware of this. [You may feel as if you just don’t have room to present all the research you
would like to provide.] On the other hand, remember that magazines never run “blank space”. If you find
yourself filling up only half your column then you better read some more research to provide more
information! More details are provided in the course folder on this topic in ANGEL. There are 5
assignment options and you choose 3 to complete. If you complete more than 3 only the first three
grades will count.
3. Video Tool Kit Assignments: Due 5:00 p.m. on Tuesdays
Assignments are listed in this syllabus and in each week’s folder. You purchase access to the Video
Tool Kit when you purchase your book or as a separate subscription. Although there are many different
activities you are only graded on those listed in the ANGEL folder. There are 5 assignment options and
you choose 3 to complete. They are quite engaging and if you find that they help your learning style
then you are welcome to complete more. Many of the unassigned activities are valuable as well.
However, we grade only the first three that you complete video tool kit assignments that you complete.
4. Surveys: Due 5:00 p.m. on Tuesdays
Surveys are given to keep tabs on the way the course is going. Comments from previous semesters
were helpful in structuring this summer’s class. For example, initially the magazine font was smaller and
we made it larger to make it easier for students to work on their papers. The number of What’s
Developing papers was reduced from 6 required papers due to student comments about the summer
half-session. Your comments assist me in fine-tuning the course. In addition, they help me find out
more about you as a class. In fact, student comments helped turn this course into an award winning
class
http://att-awards.msu.edu/index.php/winners/2006/psy_244
If you go to this site you will notice that in 2006 there were chapter quizzes. I thought they might be
useful to get students ready for the exam. The majority of students felt that chapter quizzes added too
much busy work when added to the other assignments. [Unfortunately we couldn't make the magazine
wrap columns which is a good suggestion from last year but we are still working on it]
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5. Final Exam, Wednesday, opens at 5:00 p.m. for 24 hours
The Final Exam will have 65 objective questions from lecture, text, tool kit, and videos – any material
presented throughout the semester. It will be open-book and open-note. It is a timed exam so once
again, a high speed internet connection is essential. The final is open from 5:00 p.m. on Wednesday
night until 5:00 p.m. on Thursday night. Final exam dates are set by the registrar. Grades are submitted
to the Registrar on Friday.
Exam Information
Getting your Browser Ready to Take an Exam
Before you begin an exam:
1. Clear you cache and cookies by going into the Tools tab in Firefox.
2. Choose “Clear Private Data” and check two boxes, “Cache” and “Cookies”.
3. Click on “Clear Private Data Now”.
4. Log into ANGEL and begin your exam.
Makeup Policy
Because students are able to take exams at any time on the assigned day and because the lowest of
the weekly exam scores will be dropped, make-up exams will not be given except under extreme
circumstances. Make-up exams will be 45 minutes in length and entirely short answer essay format, and
will be offered only to those who have a significant illness documented by a letter from a physician or
those who have an extremely serious family problem (e.g., death of a family member) that precludes
them from taking the exam on the scheduled day. Students who miss an exam without satisfying these
conditions will receive a grade of zero for that exam. Since the What’s Developing are open for an
extended period of time it is also expected that they will be completed on time. Students who add late
may miss What’s Developing #1 and may complete the makeup assignment. Others who miss these
assignments must submit documentation showing that they had significant illnesses/emergencies over
an extended period of time.
Fax the information to (517) 353-4873.
Include a cover sheet with Dr. McGreal’s name, and the subject line of “Psych 244 Missed Exam
Documentation”.
Then send an email to:
Dr. Cathleen E. McGreal mcgreal@msu.edu AND cc to
Mr. Brent Lyons
lyonsbr3@msu.edu
If you do not send the email then it is likely that an extended period of time will pass before your fax is
discovered because it is sent to a room with faxes and other equipment but no people!
Final Exam Details……
All Summer Session courses have their finals on the last day of class.
Please make a note of this and plan for a day off work or other activities since the last day is a
Thursday. MSU policy states: "No student should be required to take more than two examinations
during any one day of the final examination period”. In order to avoid this problem I am scheduling the
final to begin on Wednesday night. It seems unlikely that anyone will have more than two finals on
Wednesday AND Thursday! FINAL EXAMS ARE NOT GIVEN EARLY. MSU SUMMER SESSION POLICY IS
TO HAVE THE FINAL EXAM ON THE LAST DAY OF CLASS.
“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 a 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."
http://www.reg.msu.edu/ROInfo/Calendar/FinalExam.asp
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Requests for Changes in Exam (or assignment) Dates
Since this course is completely online, you will need to make sure that you will have consistent access
to the Internet throughout the course. Vacations don’t fit in well with accelerated summer courses, faceto-face
or online. Remember each week of an accelerated session is equivalent to two weeks of a
regular semester! If your internet plans fall through during a vacation then you may miss turning in an
assignment or taking a test. This course is NOT self-paced. There ARE due dates for various
assignments. Students have been able to successfully move around the country (and even between
countries!) during online classes. In order to do this they coordinate their travel with their course
syllabus and they make sure that they have arranged to have a high-speed internet connection
wherever they may be. However, given the number of hours per week that are invested in an online
course this is quite distracting during a vacation. Course assignments and exams are not changed to
accommodate summer activities. Sometimes difficult choices need to be made about taking classes in
the summer or engaging in another worthwhile activity.
Study Abroad programs may or may not fit in with Summer Session courses depending on their
departure dates. MSU has over 250 programs! The Study Abroad faculty cannot take responsibility for
ensuring that students have reliable internet connections in order to take exams and finals for online
classes. Also, the timing of our final exam is not changed to accommodate various departure or return
dates for Study Abroad. Study Abroad is unlikely to allow a change in your schedule to accommodate
the final exam schedule established by the registrar's office. Whether Summer Session courses fit with
a particular Study Abroad program depends on the timing of the program and the availability of high
speed internet to the student at the program site.
Feedback on Course Grading and Grade Appeals
Your submissions
After the answers are released for an exam you will see a box like the one above. If you click on the
hypertext date displaying when you took the exam then a page will open up and you will see all the
exam questions and answers. These answers are available from Friday at 5:00 p.m. until Tuesday at
5:00 p.m. after each exam. You may take notes about individual topics that you want to study but you
cannot recopy the entire question. You may not download or copy the questions themselves. Exam
questions are not available later in the semester.
What do you do if you think that your answer was correct but it was marked wrong
Only exam points appealed in this method will be considered:
1. Send the appeal through ANGEL to Faculty.
2. On the Subject Line write: Psych 244 Question Appeal.
3. Explain why your choice is the BEST answer. Document your explanation. Provide textbook
page numbers, slide numbers from Breeze, etc.
4. Explain why the choice that is marked as the correct answer is either wrong, ambiguous, or in
some way not as good as your choice.
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Important dates for Appeals and Review of Course Material:
Exam 1 grades and related assignments may be appealed through June 2.
Exam 2 grades and related assignments may be appealed through June 9.
Exam 3 grades and related assignments may be appealed through June 16.
Exam 4 grades and related assignments may be appealed through June 23.
Exam 5 grades and related assignments may be appealed through June 30.
Once the appeal dates have passed this material is no longer available; make sure you take down any
notes that you may want to have in order to study for the comprehensive final. You may take notes
about individual topics that you want to study but you cannot recopy the entire question. You may not
download or copy the questions themselves. Exam questions are not available later in the semester.
FINAL EXAM: We will make the answers available at 5:00 p.m. on Thursday, July 1 for you to view.
Make any appeal immediately because Brent and I will start working on the grades on Friday, July 2nd,
when grade forms are available for us to submit grades in the Instructor System. We will check for any
last appeals regarding the Final Exam at 11:00 a.m. on July 2nd. Once grades are submitted then
grade changes are made only for calculation errors.
Assessment Method
The exam method used in the Department of Psychology is one that enhances exam security during
online testing. It is called “Single-question, no backtrack”. In this type of exam only one question is
delivered at a time. A student makes a decision about that question, answers the question and submits
it. Then the next question is presented. It is not possible to go back to previous questions. Instructors
can ask questions knowing that a question “gives away” the answer to a previous question. Of course,
this could never happen on a regular paper-and-pencil test.
This method requires a different strategy for test taking. You may have learned to answer all the
questions that you know and then go back to the others. This strategy is not possible in a singlequestion,
no backtrack testing method. On the other hand, since this course uses open-book testing
many students find that those questions about which they had doubts are the ones that they want to look
up in the book. A quick look to refresh their memories and they can proceed with confidence.
If single-question no backtrack (open book testing) sounds like a method with which you will be
comfortable then this online Psych 244 class is probably a good fit for your assessment style.
How do I hear a lecture online Adobe Presenter [Breeze] Audio lectures
When you click on the file the lecture just starts! Make sure that your speaker volume is set to a
comfortable level or that you have headphones if you are in a library or a coffee shop. You might want
to print out a handout of the notes ahead of time if you like to take notes as you listen. If so, just go to
the section in the Lecture Folder that has an Adobe Acrobat file (pdf) with 4 slides to a page. Within the
Adobe Presenter [Macromedia Breeze] presentation itself you may print only the slide that is currently
showing on the screen and so that is less convenient unless you want full screen shots. It is not
possible to print the audio portion of the lecture.
The button on the lower left corner is a toggle button. If you want to see the titles of the slides then you
can keep the display as it is. If you do not want to see them then click on this button and you will see
only the slide itself. Click on the button once again and the titles of the slides will be displayed once
again. You will hear students and professors referring to these types of presentations as either “Breeze”
or “Presenter” lectures. Adobe acquired Macromedia Breeze and renamed it Adobe Presenter but it still
is commonly called a “Breeze lecture”.
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Time Expectations and Course Timeline
The course begins on May 17, 2010 and it ends on July 1, 2010 (Thursday).
The Academic Calendar listing important dates may be found at
http://www.reg.msu.edu/ROInfo/Calendar/Academic20092010.asp
All Summer Session courses have their finals on the last day of class.
Please make a note of this and plan for a day off work or other activities since the last day is a
Thursday.
ALL OF THE TIMES LISTED ARE EASTERN DAYLIGHT TIME. CONVERT TO YOUR TIME ZONE!
How flexible is time in this online course
You can decide when you want to complete the assignments in a particular section of the course BUT
you must have completed all the assignments in that section by the due date.
Our exams are always on Wednesday-Thursday. You have flexibility within that framework to
take the exam.
They are open for 24 hours, from 5:00 p.m. until 5:00 p.m.
The What’s Developing assignments (due Mondays) and Video Tool Kits & Surveys (due
Tuesdays) could be completed over the weekend if that is when you have the most time.
MSU Policies regarding Instructional Contact Hours: Time Expectations
"Each course usually carries a specific number of credits based upon the number of instructional contact
hours and study hours required each week per semester. The earning of a credit requires, as a
minimum, one instructor-student contact hour per week per semester plus two hours of study per
contact hour; OR two hours of laboratory contact hours per week per semester, plus one additional hour
spent in report writing and study; OR other combinations of contact and study hours which constitute an
equivalent of these experiences. In all courses taught in the time frame of the regular semester,
regardless of format, provision will be made for contact hours and/or study hours which reflect optimal
use of the class and study time provided for in the official University calendar and the Schedule of
Courses for the semester.
In courses in other time frames provision will be made for contact hours and study time in a
combination, which is equivalent to the semester experience."
From MSU’s GENERAL INFORMATION, POLICIES, PROCEDURES AND REGULATIONS
What does this mean
Well, in the regular semester for a 3-credit course you meet for 3 hours of instructor-student contact and
at the minimum have 6 hours of study per week.
Full Semester: 1 credit = 1 contact hour and 2 study hours
In the summer session you have 6 hours of instructor student contact and at the minimum have 12
hours of study per week.
A face-to face-summer Psych class, for example, might 12:40 to 3:30 on Tuesday and Thursday for its
6 hours.
Half Semester: 1 credit = 2 contact hours and 4 study hours Thus, 18 hours per week minimum is the
expectation for a half-semester summer course.
The fully online course has the same requirements as the face-to-face summer course. Both courses
are set up to require 18 hours per week minimum to fulfill the university credit guidelines.
Summer courses are intense but it is amazing what you are able to learn in a short period of time :)
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Taking two online classes at the same time is basically equivalent to a full-time job! Students have done
it successfully but it is an intense time commitment. For those who plan to work in the summer taking
one class in each summer session often balances the work load in a more manageable way.
The State News ran an interesting story on summer classes in 2008.
Did you know that 12-units in the summer session are equivalent to 24-units in the regular semester
Read these excerpts from the story.
Low summer enrollment may benefit some
By Heather Lockwood
The State News
Published: May 27, 2008
"Summer courses offer an opportunity for students to catch up or get ahead, but MSU Registrar Dugald
McMillan said the workload should not be underestimated. ‘There’s no magic advantage in the summer,’
he said. 'You’ll have the same reading lessons, the same exam schedule. 'Summer total enrollment is
usually less than other semesters. In recent years, McMillan said summer total enrollment has been
slightly more than 20,000.
….'Class enrollment may tend to be slightly lower in the summer and for some students that may be the
benefit,' said Doug Estry, associate provost for undergraduate education.
…. The summer semester is split between two sessions of condensed seven-week courses, and some
summer courses that are not condensed last through both sessions, McMillan said.
'Don’t take any more credits in the summer than you would in a regular semester,' he said. 'Twelve
credits in seven weeks is the same as 24 credits in a full semester.'
The two sessions offer flexibility to students and may appeal to students, but the workload can be
overwhelming, Estry said.
.... Deb Dotterer, director of undergraduate student affairs for the College of Natural Science, said
students should be aware of what classes entail.
'The pace is much faster, but for a lot of students that’s not much of a problem because they’re focusing
on one course rather than a whole course load,' she said. "
Retrieved May 27, 2008 URL: http://statenews.com/index.php/trackback/6205
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 your online quiz or test and share them with another student
• Copy questions or answers from your 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
Page 11

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
Unfortunately as online courses have become more popular, online cheating has become more
common. There are student-based websites that seem to foster and promote academic dishonesty.
Please be advised that these sites are known to faculty members who are updated on their contents on
a regular basis by honest students and others concerned with academic integrity. You are not
authorized to use the “all MSU” Web site or any other student-based website to complete any course
work.
Ignorance or misunderstanding of the honesty policy will not serve as an excuse for academic
dishonesty. The plagiarism policy is NOT based on the number of points for an assignment. Be honest
whether it is an assignment worth a relatively small number of points or a comprehensive final exam.
Scholastic dishonesty will be prosecuted to the fullest extent in this class. That means you get a 0.0 in
the class and a letter is sent to the dean of your college and to the dean of the College of Social
Sciences about the incident. A request for your dean to call for a disciplinary hearing to impose
sanctions beyond failing the course could occur in some cases of academic dishonesty.
SEE THE FOLDER IN ANGEL FOR A LINK TO HELP YOU REVIEW SITUATIONS THAT DEAL WITH
ACADEMIC HONESTY.
New Penalty Grade Policy at MSU
Policy change as of 2009
Revised University Policy - Integrity of Scholarship and Grades: “When an instructor gives an
undergraduate or graduate student a penalty grade for academic misconduct, the instructor must
provide a written description of the details of the academic misconduct to the student and to the
student’s academic dean. The student’s academic dean will add the written description to the student’s
academic record, where it will remain, unless the student successfully grieves the allegation.” There are
more details regarding this policy and so I have included the document in our ANGEL site.
ANGELTracking
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. It also tracks when you begin your quiz and when
your quiz is submitted. 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. Tracking can also help us resolve disputes about exams and assignments, particularly those
that are timed. 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. For example, professors
can’t see your personal calendar entries!
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ANGEL “Save and Finish Later” option: Serves little purpose during exams
ANGEL periodically saves your time sensitive assignments and quizzes as a protection in case your computer
crashes. You do not have to do anything for this to happen and will not see a SAVE button on your screen in most
cases.
Sometimes ANGEL does display an option that says, "Save and Finish Later". Your time just keeps ticking away
on timed tests if you choose this option. If you start an exam right before it is about to close then it will close on
you while you are taking it because tests are automatically submitted at the closing time or when the allotted
number of minutes/hours run out. The option “Save and Finish Later” is meant to be displayed for data that can be
collected over time and not for exams. It could be useful during a survey. If you see it displayed during an exam
then don’t select it!
ANGEL Supported Browsers: Especially Important at Exam Times!
When taking the exam it is important to use a Browser that gets along well with ANGEL! Even if you use
Safari or Opera for much of your everyday activity when it comes to a timed situation, such as an exam,
then there are ones that ANGEL has been tested on and found to be highly compatible. Sometimes
students think that Safari has been working fine since the first day of class but then they discover that
there are problems during the exam! It is best to play it safe and use a supported browser.
You can see a list of these browsers by looking at the Question Mark over by the Guide at the left of
your course. That is where you find answers to other Help Questions about ANGEL, too. Overall the
best browser to use is Firefox 3.x
Recommended Browsers for ANGEL
Windows
Macintosh
Internet Explorer 7.x
Firefox 3.x
Firefox 3.x (Highly Recommended)
UNIX/Linux:
Firefox 3.x
If you are not sure about what browser you are using or don't understand how to get Firefox
remember that we have a great Help Desk! Just call 355-2345 or 1-800-500-1554. They are just as
happy to help you prevent a problem as they are to help you in the middle of one.
Accommodations for Disabilities
Students with disabilities should contact the Resource Center for Persons with Disabilities to establish
reasonable accommodations. For an appointment with a counselor, call (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 Email: rcpd@msu.edu . As stated on the Psychology Preview Page, ideally
this should be done before the semester begins because it often takes a while for this process to be
completed, especially for students who do not attend MSU during the regular academic year.
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 a test falls on
the 24-hour span of one of these days. The other assignments are open for longer and so it is unlikely
that they would interfere with the observance of a religious holiday.
Page 13

Video Tool Kit Assignments
VideoToolKit 1: Introduction and Theoretical Concepts
Ch. 1 What’s Wrong with this Study (Duration 15 minutes)
Ch. 2 A Case Study on Culture and Development (Duration 15 minutes)
Ch. 2 Assimilation and Accommodation (Duration 10 minutes)
Ch. 2 Modeling: Learning by Observation (Duration 10 minutes)
VideoToolKit 2: Heredity/Environment; Prenatal Development and Birth
Ch. 3 Genetic Code (Duration 15 minutes)
Ch. 4 Teratogens (Duration 20 minutes)
Ch. 4 Prenatal Testing (Duration 10 minutes)
Ch. 4 Periods of Prenatal Development (Duration 30 minutes)
VideoToolKit 3: The First Two Years (Chapters 5,6,7)
Ch. 5 Newborn Sense Experiences (Duration 15 minutes)
Ch. 6 The Visual Cliff (Duration 15 minutes)
Ch. 7 Self Awareness and the Rouge Test (Duration 15 minutes)
Ch. 7 Attachment Behaviors in the Strange Situation (Duration 15 minutes)
VideoToolKit 4: Early Childhood
Ch. 8 Brain Development: The Play Years (Duration 10 minutes)
Ch. 9 Language Development in Early Childhood (Duration 10 minutes)
Ch. 9 Theory of Mind (Duration 10 minutes)
Ch. 10 Children at Play (Duration 10 minutes)
[caveat: descriptions and videos of play are valuable; flash answers are incorrect in
some cases and I put in a correction request in Feb 2010]
VideoToolKit 5: The School Years
Ch. 11 Childhood Obesity (Duration 10 minutes)
Ch. 12 Achieving Conservation (Duration 10 minutes)
Ch. 12 Motivation and Learning (Duration 10 minutes)
Ch. 13 Moral Reasoning (Duration 15 minutes)
Remember, the other activities in the Video Tool Kit are interesting and engaging ways to learn about
child development. But you are not required to complete them for the Video Tool Kit Assignment.
Page 14

“What’s Developing” Grading Rubric (15 points Possible)
Category 1 – Failing 2 – Below
Average
Paper 1 Information has little Information
to do with the relates to the
assigned topic. assigned topic
Information may not but no details
be accurate. or examples are
provided.
Information
may not be
accurate.
Paper 2
Writing
Style/
Mechanics
Information has little
to do with the
assigned topic.
Information may not
be accurate.
Serious
organizational
problems throughout
the papers. They do
not appear to have
been planned before
they were written.
Many problems with
sentence structure,
grammatical errors
or spelling errors.
The magazine
columns may have
areas of white space
rather than a
complete article.
Information
relates to the
assigned topic
but no details
or examples are
provided.
Information
may not be
accurate.
An attempt was
made to plan
the assignment
but it remains
disorganized in
several places.
There are
several
mechanical
errors. The
magazine
columns may
have areas of
white space
rather than a
complete
article.
3 – Average 4 – Very
Good/Strong
Information Information
relates to the relates to the
assigned topics assigned topics
but the ideas and ideas are
are not fully fully developed.
developed. Supporting
Supporting details are
details are provided and
provided but examples are
are not relevant.
integrated with
the main topics.
Information
relates to the
assigned topics
but the ideas
are not fully
developed.
Supporting
details are
provided but
are not
integrated with
the main topics.
The assignment
has a sense of
organization.
The opening
and closing
sections of each
paper unite
each paper
adequately.
There are some
sentence
structure
problems,
grammar errors
and spelling
problems. The
writing style is
simple and
lacks creativity
or depth.
Information
relates to the
assigned topics
and ideas are
fully developed.
Supporting
details are
provided and
examples are
relevant.
There are
logical
transitions in a
well organized
paper. The
opening and
conclusion
unite the paper
providing an
effective
framework. The
paragraphs are
wellconstructed.
There may be a
few mechanical
errors.
5 – Exceptional/
Superior
Information clearly
relates to the
assigned topics and
ideas are fully
developed. Insights
are interesting or
unusual and likely to
engage the reader.
Supporting details are
appropriate and
examples are relevant
and engaging.
Information clearly
relates to the
assigned topics and
ideas are fully
developed. Insights
are interesting or
unusual and likely to
engage the reader.
Supporting details are
appropriate and
examples are relevant
and engaging.
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
well‐constructed.
There may be one or
two mechanical errors
that are not serious.
Page 15

“What’s Developing”: Assignment Details
Each magazine assignment has two stories; the stories are divided between three columns.
Column estimate: About 430-445 words per column (based on sample stories).
You decide when to end the first story and when to begin the second story somewhere in the
second column.
Simply make the title heading for story 2 wherever you decide to begin it by typing a headline,
selecting it, and then clicking on “Make Header”.
The text does not wrap between columns. You must conclude a sentence or end with a word at
the bottom of a column and then begin in the next column intentionally.
You can write your story in your favorite word processing program and then cut and paste it into
the magazine. Be careful at the end of the column since it won’t wrap!
Click on the link that says LAUNCH MAGAZINE. This is where you will find the magazine. The
HELP button has the instructions that you will need. The MAKE HEADER button is actually a toggle
button so that if you change your mind you can select that text and make it normal size text again.
How do I submit the “What’s Developing” assignment
You do not have to do anything special to submit the newspaper itself. Just click the Save
button. When the due date arrives the latest version will be automatically submitted.
In order to have a grading rubric associated with your newspaper you MUST go to the What’s
Developing drop box where you view the rubric and put a message in the drop box that you have
completed the assignment. Once you do this:
(1) ANGEL creates a link between the assignment and the gradebook.
(2) The transfer of the grade occurs once the assignment is graded.
(3) You can go to this rubric and view your comments and see which cells were filled in for your
assignment.
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“What’s Developing” : HELP Information
Help Button on right hand side of Title Bar across from your name.
CREATE TEXT HEADER
Select desired text and press the button
MAKE HEADER
CREATE TEXT HEADER
Select desired text and press the button
RESET TEXT
SAVE YOUR PAGE
Press the Save Page button. Make sure you save your page.
You can always come back and make edits as long as the page is active.
SAVE PAGE
PRINT STORY
Press the printer icon button.
GENERAL INSTRUCTIONS:
Type or paste your story into the three columns. You have to manually place your text in the three columns as
they don’t automatically wrap.
“What’s Developing”: Assignment Questions
What's Developing 1: (Based on Chapters 1 & 2)
1) Watch the 7‐minute video in your Video Tool Kit called “Ethics in Human Research: Violating One’s Privacy”
[Note: You have to click on the Video Tab, not the Activity Tab]. Familiarize your readers with the basic
issues involved in the DeCODE research investigation in Iceland. Integrate this with ethical issues in scientific
research covered in Chapter 1. Take a position on this ethical issue explaining why you would or would not
be an advocate for the DeCODE research in Iceland.
2) Our textbook points out that the historical context in which a child is born is important to consider when
looking at development. Those born within a few years of one another are called a cohort. We even get a
sense of a person's era when we know their first name! Write an article explaining the concept of historical
time, giving an example of an event/technological advancement/experience that your cohort has
experienced and how it had an influence on the development of your cohort.
What's Developing 2: (Based on Chapters 3 & 4)
1) After reviewing the Video Tool Kit exercise on Ch 4 Birth (Duration 15 minutes) and Ch 17 Epilogue: The
Transition to Parenthood (Duration: 25 minutes) develop your own set of interview questions about the
birth/adoption story of your own life. Interview your mother, father, or another adult familiar with aspects
of your life story before your own memory begins. Write an "article" for the magazine based on your
interview. You may write it in the first person or the third person. If you are the oldest/only then the
transition to parenthood came with your entry into the family system. If you have an older sibling(s) then
focus on adjusting to a new child in the home (you!). Let your readers know some of the changes they can
expect when a child is born/adopted with illustrations from your interview. There is considerable flexibility
in this assignment. You can focus primarily on birth or the overall transition experience.
Page 17

2) After watching the Video Tool Kit video, Ch 3 Infertility and IVF (Duration 3 minutes) write an article for the
magazine on IVF and ICSI (intra‐cytoplasmic sperm injection). What possible difficulties could arise as a result
of the procedure in the video Why is it different than the procedures in Finland or Belgium [see the
textbook for these details] Let your readers know your views on the current U.S. policy compared to those in
other countries.
What's Developing 3: Based on Chapters 5,6,7
1) The Video Tool Kit video in Ch 6 on Affordances (Duration 0:43; this means 43 seconds) shows how two
individuals can perceive the same object, the same environment, the same situation – yet they actually will
observe and interpret the object, environment, situation in a completely different way. Use this concept as
your background as you view the Ch 5 Video Tool Kit Video called, “Hothouse Babies” (Duration 1:55). The
description that accompanies Hothouse Babies says, “Household toys and toys created by parents can
provide all the stimulation children need.” Yet as you can see the mother in the video is concerned about
providing the correct stimulus materials to ensure her child a positive academic future. Address the concerns
that some of your readers may have since they want the best for their children as you explain cognitive
development in the first two years.
2) Watch, “Are Young Children Self Aware Lessons from the Animals” in the Ch 7 Video Tool Kit section
(Duration 5:42) and integrate it with the section on self‐awareness and mirror recognition found in the
textbook. The video presents two different views on animal self‐awareness; present both sides but let your
readers know which view you feel is the stronger one.
What's Developing 4: Based on Chapters 8,9,10
1) Your readers might wonder why the salt that they buy on supermarket shelves says that it is “iodized”.
Chapter 8 of the text explains that children may consume enough calories but still lack important nutrients.
Watch the Video Tool Kit video in Ch 8 called, “Children in China with Iodine Deficiency” (Duration 6:42).
Explain to your readers the necessity of eating a variety of foods, using iodine deficiency as your example.
2) One of the Video Tool Kit videos in Ch 10 asks children how they would handle situations when grandparents
gave them gifts that were not at all what they wanted. In “Learning Emotional Display Rules: The
Disappointing Gift Task “(Duration 2:26) younger children report that they would handle the situation in quite
different ways than do the older children. How does this relate to Emotional Development and to Sex and
Gender as discussed in Chapter 10. Do you have a personal disappointing gift story to use as a hook that your
readers would enjoy
What's Developing 5: Based on Chapters 11,12,13
1) The editor wants a story on teaching and learning (Chapter 12) which includes performance
differences between boys and girls in the classroom which are revealed in the Video Tool Kit video
in Ch 12, “Are Today’s Girls Academically Superior” (Duration: 5:46). Let the readers know the long term
implications in terms of performance in adolescence, the college years, and career choices.
2) In the early 1930s at a White House Conference it was officially declared that "Play is the Work of the Child".
Explain why developmental research supports this view. Give an example from your own childhood of
something that you learned through play.
Page 18

Tentative Course Calendar with Due Dates
1
Part I:
The Beginnings
Ch 1, Ch 2
2
Continue
Chapter 2
Theories
3
Read Chapters
3,4
Heredity/
Environment
Prenatal/Birth
4
Read Chapters
5,6,7
Infant/Toddler
(Part II)
Monday Tuesday Wednesday Thursday Friday
May 17
ANGEL
Orientation,
Begin Course
May 24
What’s
Developing 1 is
Due today at
5:00 p.m.
May 31
University
Holiday:
Memorial
Day
June 7
What’s
Developing 2 is
Due today at
5:00 p.m.
May 18 May 19 May 20 May 21
May 25
Chapter 1& 2 Video
Tool Kit and Survey
1 Due at 5:00 p.m.
June 1
Chapter 3& 4 Video
Tool Kit and Survey
2 Due at 5:00 p.m.
June 8
Chapter 5,6 & 7
Video Tool Kit and
Survey 3 Due at 5:00
p.m.
May 26
Exam I
Chapters 1,2,
Opens at 5:00 p.m.
June 2
Exam II
Chapters 3,4
Opens at 5:00 p.m.
June 9
Exam III
Chapters 5,6,7 opens
at 5:00 p.m.
May 27
Exam I
Chapters 1,2, closes
at 5:00 p.m.
June 3
Exam II
Chapters 3,4 closes
at 5:00 p.m.
June 10
Exam III
Chapters 5,6,7
closes at 5:00 p.m.
May 28
In a regular
semester today
would be the end
of the first
month!
June 4
June 11
Wow! You are
more than
halfway through
the semester!
5
Read Chapters
8,9,10
Play Years
(Part III)
June 14
What’s
Developing 3 is
Due today at
5:00 p.m.
June 15
Chapter 8,9 &10
Video Tool Kit and
Survey 4 Due at 5:00
p.m.
June 16
Exam IV
Chapters 8,9,10 opens
at 5:00 p.m.
June 17
Exam IV
Chapters 8,9,10
closes at 5:00 p.m.
June 18
6
Read Chapters
11,12,13
School Years
(Part IV)
June 21
What’s
Developing 4 is
Due today at
5:00 p.m.
June 22
Chapter 11, 12, & 13
Video Tool Kit and
Survey 5 Due at 5:00
p.m.
June 23
Exam V
Chapters 11,12,13
opens at 5:00 p.m.
June 24
Exam V
Chapters 11,12,13
Closes at 5:00 p.m.
June 25
7
From
Conception
To
Puberty
June 28
What’s
Developing 5 is
Due today at
5:00 p.m.
June 29 June 30
Comprehensive
Final Exam
Opens at 5:00 p.m.
July 1
Comprehensive
Final Exam closes
at 5:00 p.m.
July 2
Semester has
ended; submit
grades.
Page 19

SIRS Pilot Program
Michigan State University takes seriously the opinion of students in the evaluation of the
effectiveness of instruction, and has implemented the SIRS (Student Instructional Rating
System) process to gather student feedback. Our course utilizes the online SIRS system, and
you will receive an e-mail sometime during the last two weeks of class asking you to fill out the
SIRS webform at your convenience.
Our class has been selected to be part of the "SIRS Pilot" project and, to encourage students
to fill out the SIRS evaluation form, the final grade for this course will not be accessible on
STUINFO during the week following the submission of grades for this course unless the SIRS
online form has been filled out. You have the option on the online SIRS form to decline to
participate in the evaluation of the course – but the hope, of course, is that you will be willing to
provide constructive feedback so that we may instruct students even better in the future.
Actually you will know your grade in this class every step of the way. Keep track of the points
that you earn and add them up as you go using the scale in this syllabus. Don’t use the ANGEL
percentages because those can be deceptive. ANGEL will count assignments you have not
taken as “0” grades and deflate your percentages in some circumstances. In other
circumstances it can inflate a percentage. Just keep track of points earned and follow the
grading guidelines in the syllabus and you will always know where you stand! But even though
you know it in terms of the points and the grading scale, just seeing it in STUINFO is the icing
on the cake! So …..
Think of the SIRS pilot as another survey that you are completing in the course! If you
complete it during the semester then your grades are released as usual.
Why are they conducting this pilot program As you can imagine, there are more forms
returned in Face-to-Face classes than in online SIRS data collection. It is hoped that by moving
to this method the information obtained from an entire class will give a more accurate view of
the effectiveness of course instruction. Thanks for helping out! Prof. McGreal
* *This syllabus is subject to modifications. It is the responsibility of the student to regularly
check the course web site for additional materials and course updates. In addition we would
send emails during the course about any changes. These are the dates that we anticipate that
assignments, surveys, and exams will be due. However, I'm sure that many of us recall where
we were during 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 and plan to
follow!
Page 20