See Canvas for All Due Dates When School Begins
Weekly Practice Quizzes: The practice quizzes will consist of 3 multiple-choice questions from the current weeks’ material. The quizzes are open book and open note with no time limit. All questions are given at once. They are there to help you prepare for the exams in a timely fashion. The practice quizzes will not be worth any points, but you can take them as often as you would like. Incorrect answers are marked after taking them, therefore, by repetition you can deduce the correct answers.
Examinations: This course will consist of three examinations (including the Final examination). The tests will all be of the same format and will come from supplemental material, video clips, power-points and material covered in the text. A study guide is available on Canvas to help focus your study in preparation for the exam (but it does not cover all questions). An exam will consist of 50 multiple-choice questions (100 points). As you can see from the schedule, the final examination will not be comprehensive (on purpose anyway, sometimes material tends to build on itself). The three exams will be found online under Quizzes and will be taken at the Testing Center. No notes, power points, supplementary material, computer activity, video clips, books or outside help is allowed except for a 3X5 card with written or typed notes (both sides). You will have 50 minutes to take each exam. You cannot exit the exam once you begin and there is only one attempt. EXAMS CANNOT BE MADE UP.
Reflection Papers or Developmental Photo Collection for Second Reflection Paper
An important aspect of any psychological concept or principle is how it relates to your own life. You will have the opportunity to do two double-spaced two-page papers (maximum font 12pt). The first paper is due and the second paper is due
Specifically, take a particular idea, concept, or principle that you recently learned from child development and explain the applicability of it to your own life. Give at least three examples from your life. Each paper will be worth 15 points for a total of 30 points. I or my teaching assistant will be grading on depth of thought, critical thinking, specific examples and originality. It doesn’t hurt to ask me or my TA beforehand if an idea or principle would be appropriate.
If you would like, you can substitute the second reflection paper for an assignment I’m calling the developmental photo collection (still 15 points, due ). Submit 10 original photographs (from family pictures for example not just random internet sources) and describe how the picture illustrates an infant or child development principle. For example, you could show a picture of a toddler playing hide and seek by just covering his/her own eyes which could illustrate the principle of egocentrism (if I can’t see anything then neither can anyone else). Another example might be an adult teaching a child to ride a bike (using the technique of scaffolding) or a child contemplating Piaget’s conservation task. Each photograph should contain at least a 3 to 4 sentence description naming the developmental principle and relating it to the picture. I will grade the assignment on how well the picture matches the developmental principle described.
Artificial Intelligence: AI can be a useful tool. It is especially useful for generating ideas on a topic or citing specific information. However, I do not want you to use AI to generate content solely for the purpose of completing assignments without any effort put forth on your part. AI does have weaknesses such as making up references, being inaccurate, wording content at graduate college Ivy-League level etc. AI is especially bad at trying to relate personal experiences such as asked for in reflection papers.
In Class Assignments: This course will also have anywhere from 10 to 20 random in-class assignments which will be worth 7 pts each for a total of 70 - 140 points. These assignments can be made up within two days of being assigned. Afterwards, only extremely extenuating circumstances will allow for in-class assignment make-up. If present in class, you can physically hand in the piece of paper or input your answers into Canvas under the appropriate assignment. The assignment can be entered in online as well. The purpose of these assignments is either to further class discussion, prepare you for tests, illustrate specific class concepts or deepen your critical thinking skills. Either I or my teaching assistant will grade these assignments.
Projects: (200 points) You will be required to complete two projects for this class with the first project being due and the second project due . However, you have many choices! All options (1-4) are available for the first project. The second project must be one of the service-oriented options (Option 3 or 4). Please note that you cannot turn in both projects on . Each of the projects is worth 100 points. The choices for projects will be a presentation (Option 1), research/reflection paper (Option 2), service learning #1 (Option 3), or service learning #2 (Option 4). Please note that if you choose to do both service-learning projects that I will need a 4-page reflection paper for each one separately. Once you have chosen one option for the first project, you CANNOT choose the same option for the second project.
Presentation: (Option 1) You will be required to prepare (but not give orally) one presentation (20 slides) using power-point (.ppt or .pptx) or other presentation software on a relevant topic on infant and child development (100 pts). One of the most effective ways to learn something is to prepare a meaningful presentation. The presentation will be on an individual basis. Choose a topic that is relevant to infant and child development. The first approach is to base your presentation on research. Be very specific with your subject. For example, if emotional development is your interest, choose a topic such as temperament, care giving, or attachment. Include results of peer-reviewed research that support your topic.
A second approach could be the interview and analysis approach. For this approach, identify someone in the developmental stage of infancy or childhood. Confirm they will let you interview them, unless the individual cannot be interviewed (e.g., is too young), in which case you should interview a caregiver (parent or guardian). Make sure to get permission from the parent or guardian to conduct the interview. (You may change names or not identify child if parent wishes). Conduct a semi-structured interview to gain a more comprehensive understanding of infant & child development. Examine the individual’s development based on the physical, cognitive, and socio-emotional domains covered in the course. The presentation will include your observations, summaries of interview content, and analysis of your findings in comparison to course concepts. The purpose of the project is to think critically about the development of people in your world.
For both approaches, please be creative, don’t hesitate to use personal experience as well. The minimum number of slides should be 20. Please make your last slide a works cited, references or bibliography slide detailing where your information is coming from (not as concerned about images). Please format your references in APA style. If you have any questions, please feel free to ask me beforehand. Please turn the presentation in before or on Submit the presentation using Canvas. If you are using an Apple product, please use save as to save as a .ppt, .pptx, or .pdf. My computer cannot read .key files.
I will grade the presentation as follows:
Organization (20 pts) Exhibits a structure that is clear and consistently observable, skillfully encoded and uses proper conventions. Grammar and spelling are accurate.
Research (psychological studies - 30 pts) Results of studies (or interview analysis) show thorough understanding of child development content.
Supported statements (10 pts) Demonstrates proper and skillful use of a variety of high-quality sources.
Good use of illustrations, pictures, and or video clips (20 pts) The product is clear, effective and compelling, with no distracting errors.
Creativity (20 pts) Clearly expresses a unique idea and/or perspective. Personal experience is present.
Parenting Style and Discipline Paper/Reflection (Option 2). I would like a 7-page double-spaced research/reflection paper (worth 100 points - the last page is for references only) addressing in depth the questions found in the next paragraph. This project is due Research studies are required to support statements made (at least 6 citations). Please make your last page a works cited, or reference page detailing where your information is coming from. Please format your references in APA style.
What are the different types of parenting styles? What parenting style or styles did your own parent(s)/ guardians have? What parenting style would you most likely employ for your own children (either presently or in the future if you have children)? Why did you choose that style? Do approximately 3 pages for this section.
What are different forms of discipline for parenting? Which are the most effective? How were you disciplined as a child? What type of discipline would you most likely employ for your own children (either presently or in the future if you have children)? Why did you choose that type? Do approximately 3 pages for this section.
I will be grading on depth of thought, critical thinking, specific examples and originality.
Service Learning #1: (Option 3)
You will give at least 10 hours of service to a child (ages 0-12 years) and write a 4-page double-spaced reflection paper (100 points) about the experience due You may choose to serve a relative or family member if you desire. The specifics of the contents and grading criteria for the paper will be provided in the “Service-Learning Assignment” document that I will post to Canvas and is at the back of this syllabus. The service must benefit both the child and the class member, i.e., furthering your understanding of things learned in this course, and the service must involve personal interaction and/or direct communication with the recipient. The service may not be something you already do regularly or would do anyways if not in this class. Choose your recipient wisely and do not wait until November to get started on this. There are no bonus points for service greater than 10 hours, but it is fine if you serve extra hours. Examples of service include but are not limited to the following: reading to the child, playing with the child, teaching the child, helping with (online) homework, tutoring, or volunteering at a school, preschool, kindergarten, or at the child’s home, church, etc. You can decide whatever service is most meaningful to yourself and the child(ren) you serve. The activity should be of long or short-term benefit to whomever you serve and an experience by which you can learn more about child development. Service must consist of more than volunteering – it should also help you to learn more in this class. Finally, the service must involve one-on-one interactions (e.g., not watching TV/videos together or playing video games). Note the following about service-learning:
- Your reflection paper about the service learning will focus on issues of child development.
- Performing the service is important because it requires you to relate what we study to real-life child development.
- It is important that someone other than you and the child (typically the child’s parent) can verify and evaluate your service. Otherwise, I cannot know whether the person(s) was well served.
- Whether or not you are considering working with children as a career, one purpose of this project is to encourage you to be more civically minded, i.e., more aware of spending time with age groups other than your own.
- Nobody is required to serve in a place that creates a religious, political, and/or moral conflict for you or the recipient of your service. That is, the experience should feel right to you.
- I trust you to be responsible for making this experience safe, enjoyable and meaningful, for both you and the person(s) you serve.
Service-Learning Liability
Your service project requires you to go off-campus, where there may be potential risks. Please use good common sense and professional judgment. If a situation seems to pose any real threat to you, take whatever steps are necessary to protect yourself, i.e., remove yourself from the situation, do the service with a friend or small group. If you are not certain whether a situation poses a risk, please err on the side of caution. In addition, be considerate of those you serve. Some individuals whom you may serve may be in a heightened state of vulnerability and could be exploited. Please be aware of their rights as human beings and take every step necessary to respect their dignity. If the person you serve acts in a bizarre fashion, or is making accusatory statements, act appropriately with respect to your own safety and the safety of the individual you serve. Finally, SUU assumes no responsibility for damage you may incur while engaging in this service-learning project, nor will the University defend any damage you may cause because of your service.
Service Learning #2 (Option 4). This is the same as Service-Learning #1 (Option 3) except that service cannot be rendered to family members or relatives. You will give at least 10 hours of service to a child (ages 0-12 years) and write a 4-page double-spaced reflection paper (100 points) about the experience due Don’t forget to use the “Service-Learning Assignment” document for formatting of the reflection paper.
One excellent option for this service learning is to work with the SUU Community Engagement Center lead by Pam Branin. She communicated with me that the Community Center has many child-centric service opportunities including weekly story time for preschool to third grade students at the public library, weekly after school sports club for middle school students, Paiute Center tutoring, and a weekly dance class at East Elementary along with four times per week swimming lessons for Head Start preschoolers and their siblings. The best way to learn more about these opportunities is to email her at
braninp@suu.edu and get on her community service email list to keep up to date on current programs.
Grading: The performance standards that I will use.
A = 94-100%
A- = 90-93%
B+= 87-89%
B = 83-86%
B- = 80-82%
C+= 77-79%
C = 73-76%
C- = 70-72%
D+= 67-69%
D = 63-66%
D- = 60-62%
F = below 60%
Note: A UW will be given if two or more tests are missing, or one exam in combination with either of the two projects or both projects are missing.
Point Totals:
Attendance Survey 3 points
Reflection Paper #1 15 points
First Exam 100 points
Reflection Paper #2 or Photos 15 points
First Project 100 points
Second Exam: 100 points
Second Project 100 points
Final Exam: 100 points
In-class assignments (varies) 70 to 140 points
Total points possible 603 to 673 points
Notice: I and my TAs will strive to grade all work in a timely manner (three weeks maximum).
The Southern Utah University Psychology Department values our students irrespective of race, age, gender, sexual orientation, culture, religion, nationality, capabilities, or disabilities. Our faculty and staff are committed to the intellectual, physical, and emotional health of all members of the campus community. Should anyone experience problems or issues with depression, anxiety, grief, discrimination, alienation or marginalization, helplessness or hopelessness, or thoughts of suicide, we implore you to seek us out. Our commitment is to listen, and help you find the resources you need.
SUU Land Acknowledgement: SUU wishes to acknowledge and honor the Indigenous communities of this region as original possessors, stewards, and inhabitants of this Too’veep (land), and recognize that the University is situated on the traditional homelands of the Nung’wu (Southern Paiute People). We recognize that these lands have deeply rooted spiritual, cultural, and historical significance to the Southern Paiutes. We offer gratitude for the land itself, for the collaborative and resilient nature of the Southern Paiute people, and for the continuous opportunity to study, learn, work, and build community on their homelands here today. Consistent with the University's ongoing commitment to equity, diversity, and inclusion, SUU works towards building meaningful relationships with Native Nations and Indigenous communities through academic pursuits, partnerships, historical recognitions, community service, and student success efforts.
SERVICE-LEARNING ASSIGNMENT
The top line (heading of Reflection Report) should follow this format:
Your Name – PSY 3210-01 Spring 2024 – Service-Learning Reflection
You may submit the assignment early through Canvas. It is due through Canvas on (or both if you are doing service projects for both) as indicated in the syllabus.
Each class member may give at least 10 hours of service to a child (ages 0-12 years) and submit a 4-page double-spaced reflection paper about the experience. The specifics of the contents and grading criteria for the paper are included in this document. The recipient of the service may be a family member for Option 3. The service must benefit both the child and the class member, i.e., furthering your understanding of things learned in this course, and the service must involve personal interaction and/or communication with the recipient. Choose your recipient wisely and do not wait too long to get started on this. There are no bonus points for service greater than 10 hours.
How to Serve
Examples of service include but are not limited to the following: reading to the child, playing with the child, teaching the child, tutoring, helping with online homework, or volunteering at a school, preschool, kindergarten, or at the child’s home, church, etc. You can decide whatever service is most meaningful to yourself and the child(ren) you serve. The activity should be of long- or short-term benefit to whomever you serve, and also an experience by which you can learn more about child development. Service must consist of more than volunteering – it should also help you to learn more in this class. Finally, the service must involve one-on-one interactions (e.g., not watching TV/videos together).
Not Included
Activities which are not acceptable include: work done in the past, or activities you would have done anyway if you were not in this class. The more challenging your service is, the more you will learn and benefit from this experience. Service does not consist simply of giving “time” (e.g., grading children’s homework) – it should provide real benefits to others beyond giving time. If you are not sure what is acceptable, ask me and get feedback and approval. It is essential that you do something that you would not have done if you had not taken Psychology 3210. In addition, you may not cause any discomfort or harm to anybody whatsoever – the goal is to learn and serve others.
Report Due
You will submit to Canvas a 4-page typed “reflection” report (double-spaced). Include the following as clearly noticeable sections of your paper:
- Whom you served (including ages), where you served, what you did, how many hours served (20 points)
- How the person/people you served benefited either in the long- or short-term (10 points)
- What you learned from the service experience that were different from what you had learned or studied in this course, or previously (24 points)
- Discuss the person(s) you served, and your observations of or interactions with the person(s) you served, in relation to specific materials and concepts about development, and the developmental stages you have studied in this course (26 points)
- How you felt about your service experience and the possibility of future similar service (10 points)
Report Sub-Headings
Each of the following sections should have a bold-face flush-left heading (use exactly the headings given below) and begin each paragraph on the following line. Here are the sections of the report.
1. Who/Where/What/How Many
2. Benefits (Long- & Short-Term)
3. What I Learned That Was Different
4. Discuss Interactions & Observations
5. Feelings About Future Service
Recipient’s Feedback Form (10 points)
The person responsible for the child you served (the child’s parent, teacher, etc.) should fill out the SERVICE-LEARNING FEEDBACK form, which is included next. If the person is incapable of filling it out (e.g., blind, physically disabled), please discuss with me in advance an alternative way of getting feedback from the person. I am requiring this as a way of corroborating directly from the recipient of your service whether and how your service was beneficial. This feedback will also help us improve this assignment in future semesters. Please scan or take a picture of the completed feedback form to Canvas or give it to me in class.
PSY 3210 SERVICE LEARNING RECIPIENT FEEDBACK – Thank you for your cooperation with my student. This questionnaire asks for your feedback. Please don’t put your name on this sheet. My student will scan in the questionnaire, which will be anonymous.
Your feedback will help us improve the service-learning project next semester. Please read and answer every question carefully. Use the following scale to agree or disagree with each statement (circle a number for each statement):
| 1 = strongly disagree 2 = disagree | 3 = disagree somewhat
4 = agree somewhat | 5 = agree 6 = strongly agree
1. The Service-Learning Experience…
| Was a good personal experience for the child. | 1 2 3 4 5 6
| Had a clear purpose. | 1 2 3 4 5 6
| Was of real benefit to the child. | 1 2 3 4 5 6
| Was something I would like the child to do again, if possible. | 1 2 3 4 5 6
2. What did the child do with my student for this experience?__________________________
3. About how many hours of service did my student do? ____hours
4. Child’s age: __________
5. Child’s gender: Female / Male
6. Any other comments:
Thank you for your cooperation. Please give this questionnaire back to my student, to scan in or hand in for me.
Respectfully,
Douglas R Richards, Assistant Professor of Psychology
Southern Utah University