Course Materials

*Book will be offered via inclusive access and can be located at the top of the modules page*

Invitation to the Lifespan (5th ed., Utah Custom) by Kathleen Stassen Berger

Publisher: Macmillan Learning           ISBN: 131933198X

In-Class Activities/Attendance/Participation

Syllabus Quiz

Life Celebration Assignment

Learning Curve Quizzes

Section Exams

• Exam #1: Covering chapters 1-4
• Exam #2: Covering chapters 5-8
• Exam #3: Covering chapters 9-11
• Exam #4: Covering chapters 12-Epilogue

Group Project

• Research Article Summaries
  • At the beginning of the semester, use Canvas to sign up for one of the topics addressing a developmental controversy. (Groups/Topics are first come, first served.)
  • Each group member will select at least two scholarly articles addressing different viewpoints related to your group topic.
  • Create a ½-1 page summary for each article, addressing the criteria outlined on Canvas.
• Poster Presentation
  • Work with your group to create a research poster addressing a developmental controversy to present in class, following the criteria outlined on Canvas.  Your group will be assigned one of the presentation days.
• Poster Viewing
  • On the day your group is NOT presenting a poster, view and respond to at least 4 of your peers’ posters using the response sheet provided.
• Group Evaluation
  • Complete the group evaluation form on Canvas with feedback for each group member, including yourself. (GE Outcomes #1, #2, #3)

Other Assignments

• Introduction Discussion
  • Add a profile picture to Canvas
  • Follow instructions in the introduction discussion in the discussions tab
• Infancy Video Observation (GE Outcome #1)
  • View the video provided on Canvas
  • Complete the observation document
• Toddlerhood Video Observation (GE Outcome #1)
  • View the video provided on Canvas
  • Complete the observation document
• Letter to Future Child (GE Outcome #3)
  • Compose a personal letter to a future child using the criteria outlined on Canvas 
  • These letters will be kept confidential
• Friendship Reflection (GE Outcome #3)
  • Complete the response document (link on Canvas)
• Personality Reflection (GE Outcome #3)
  • Complete the online self-assessment (link on Canvas)
  • Complete the response document
• Adolescent Suicide Prevention (GE Outcomes #1, #2, #3)
  • Locate 3 online resources for teen suicide prevention; read through the materials provided
  • Conduct a YouTube search for videos regarding teen suicide prevention; view 3 of the videos
  • Complete the response document
• Adulthood Interview (GE Outcomes #1, #2, #3)
  • Choose two individuals between the ages of 30 and 60 to interview
  • Select at least 5 questions from the list provided on Canvas
  • Complete the interview report, comparison, and reflection
• Life Sketch (GE Outcome #3)
  • Read the background information and view the videos provided on Canvas
  • Create your own life sketch (much of it will be made-up) following the guidelines on Canvas

1. Syllabus Quiz= 12 points (1.2% of overall grade)
2. Life Celebration Assignment= 20 points (2% of overall grade)
3. In-Class Activities/Attendance/Participation= 140 points (14% of overall grade)
4. Section Exams= 150 total points: 4 @ 50 pts each, with lowest score dropped (15% of overall grade)
5. Group Project= 170 total points: see breakdown below (17% of overall grade)
   • Research Article Summaries: 50 pts
   • Poster Presentation: 75 pts
   • Poster Viewing: 20 pts
   • Group Evaluation: 25 pts
6. Learning Curve Quizzes= 238 total points: 34 @ 7 pts each (23.8% of total grade)
7. Other Assignments= 270 total points: 9 @ 30 pts each (27% of overall grade)
8. Total Class Points= 1,000

1. Late assignments (with the exception of the group presentation, learning curve quizzes, life celebration, and exams) will be accepted at a 10% penalty per day after the due date, including weekends. You do not need to ask permission to turn in something late, just turn it in and anticipate the late policy to apply. If you qualify for accommodations through the Disability Resource Center, please discuss what the late policy will look like for you.
2. Groups will present on an assigned day and all group members must be present on that day to receive a grade on the assignment- no late work is permitted.
3. All exams will remain open for three days at the testing center. There are no options for late exams, but your lowest exam score of the semester will be dropped from your final grade.
4. The life celebration assignment will take place in-class on the final day, no make up option is permitted.
5. Learning curve quizzes are available 24/7 on Canvas, and you have unlimited attempts on them until you complete them fully and earn full points- no late work is permitted.
6. If you are experiencing an ongoing physical and/or mental health challenge and feel an exception not covered above should be provided to you, please follow these steps: 
   • A) Reach out to the DRC first and ask for accommodations, as this is the best way to ensure an equitable treatment for all
   • B) If you have an emergency situation, please contact me via email so I can best support you 
   • C) If you are not in crisis, but want to discuss late work or any other issues, please contact our TA
7. All assignments are due by 11:59 pm on the due date unless otherwise noted in Canvas.
8. Extra credit will not be given.

1. Email is the best way to contact me for questions. Please email me at shanejonson@suu.edu, rather than sending messages through Canvas. 
2. I will answer all emails within 24 hours Monday-Friday. However, emails received after 5:00 PM on Fridays will usually not receive a reply until the following Monday (unless otherwise indicated). 
3. You can always find me in my office during student drop-in hours each week and can drop in or call me during that time. Or, we can meet virtually through Zoom, if you prefer. If drop-in hours do not fit into your schedule, let me know, and we can schedule a different time to meet that works for you.
4. It is my goal to provide grades and feedback within 5-10 business days from the due date.

1. I will be taking attendance throughout the semester, and I expect you to be there each class session, on-time, and ready to participate in the class discussions and activities. 
2. I will be paying attention to those that actively contribute to the classroom environment by contributing their thoughts and engaging in the group work. 
3. Additionally, I will take note of those that choose to distract themselves and/or others through use of personal devices that are not related to our classwork that day. 
4. If you feel that exceptions to the attendance policy apply to you, you will need to seek accommodations from the Disability Resource Center (DRC).

1. Respect and presence are essential components of a good learning environment, and very few of the calls/messages/notifications that one receives justify disturbing other people, especially while a classmate is speaking.
2. We will use mobile devices periodically for learning, but other than those times, there should be no personal use during the class period. If your device continually rings/buzzes or you are texting/scrolling/distracted, you will be asked to leave class for the day. Some circumstances merit an exception from this rule; please alert me prior to class to make appropriate arrangements.
3. You are allowed to take notes on a laptop, but please use a laptop only for notetaking or following along in the digital textbook. Using your laptop for other purposes not only distracts you from the classroom discussion, but it also distracts everyone around you.
4. To maintain an effective, engaged learning environment, no children, friends, or pets may attend class. Exceptions can be made, but please alert me to any extenuating circumstances.
5. Inappropriate, degrading, unprofessional, or offensive behavior/language that detracts from the learning environment is not tolerated. For any such infraction, you will receive one warning. The next instance will result in your dismissal from the class.
6. Writing (including emails) must conform to standard expectations for college communication, including proper grammar, spelling, and syntax. All papers, including formal outlines, must be typed, and must correctly use APA guidelines for source citations and paper layout. The Tutoring Center and Writing Center are fantastic free resources for students.

1. AI use is a useful tool and will be one that you will want to be familiar with as you pursue your chosen career. That being said, the purpose of this class is to train and develop critical thinkers that can analyze and solve problems. In this class you are welcome to use AI to help you during the brainstorming and research gathering part of the class.
2. During the composition of the assignments however, your work needs to be your own original creation.  
3. AI used to answer questions, create drafts for your discussion posts, assignments, or projects, rewrite and substantially modify what you have written, etc., is in violation of academic integrity under plagiarism and will result in punishments that range from point deductions, to failing the assignment/class, up to being expelled.  
4. Be cautious of AI tools such as Grammarly if they are making massive changes to your original work- instead, consider utilizing simple spelling and grammatical error checkers, such as the one built into Microsoft Word.
5. AI checkers and plagiarism checkers may be used for any discussion, assignment, test, or project.
6. The responsibility for violations of intellectual property laws, misinformation, or unethical content lies on the student. If you are concerned about whether or not your work will flag as excessive AI, please reach out to me or our TA before submitting your work, and we can help you to use it ethically without it negatively impacting your grade or detracting from your learning experience.