Education | Life Span Development: Life to Death
P514 | 5514 | Dr. Myrtle Scott


A. Objectives

l. To acquire a life-span developmental perspective.

2. To acquire a solid grounding in theories, research findings, and
understandings of life-span development from both classic and current
literature.

3. To identify the major principles governing development across the
life span.

4. To begin applying the principles of life-span development to your
area.

B. Implementation Strategies

l. Texts:  (a) Turner, J. S., & Helms, D. B. (1995).
Lifespan development (5th ed.). New York: Harcourt Brace.
(b) Readings on reserve in Ed Library.
2. Other readings as assigned.
3. Class lectures, discussions, other activities.
4. Developmental profiles.

C.  Evaluation

l. Two exams, midterm and final. (40% each)
2. Three sets of developmental profiles.  (20%)
(Guidelines for these observations will be handed out separately.)

D. Special Request

An awkward problem sometimes comes up for classes that meet in small
rooms like this.  It has now come up enough times that it seems better
to deal with it before it occurs.  Today's
modern perfumes and colognes are VERY powerful.  A number of students
have indicated to me that they are sensitive to these chemicals,
either because of allergies (I am also among this
number), or personal preference.  Because this building has a closed
ventilation system, may I request that all of us refrain (on class
days) from wearing a scent that can be detected
by our neighbors.  Thanks.  I appreciate your help with this emerging
problem of modern technology!

E. Grading Guidelines

School of Education
Indiana University

GUIDELINES FOR GRADES IN GRADUATE EDUCATION COURSES

1.  The following definitions of letter grades are a guide to the
evaluation of student performance and an indication to students as to
what level of performance earns a given grade.

A Extraordinarily high achievement; shows unusually complete command
of the course content and exceptionally high degree of originality
and/or scholarship.

A- Outstanding achievement; thorough command of the course content.

B+ Very good work; above average in performance and comprehension.

B Good work; solid and acceptable performance.

B- Fair; acceptable performance on most but not all aspects of the
course.

C+ Not wholly satisfactory; marginal performance on several aspects of
the course.

C Marginal; minimal performance or comprehension regarding important
aspects of the course.

C- Largely unsatisfactory; inadequate performance or comprehension
regarding most aspects of the course.

D+ }
D  }Unacceptable work; performance or comprehension falls
substantially below acceptable standards.
D- }

F Wholly unacceptable; little or no command of the course content.

Counseling by the department is recommended if the final grade is C or
below; Students' suitability for continuation in the program should be
reconsidered if the final grade is below C-.

2.  The above definitions are to be applied to all levels of graduate
courses in the School of Education.  In 400 and 500 level Education
courses taken for graduate credit the modal grade is expected to be B.
This means that more Bs (including B+ and B-) will be awarded than any
other grade.  Cs should not be unexpected, particularly in larger
enrollment classes.  Students in 600 and 700 level Education courses
are assumed to be more highly selected and more highly motivated than
those in lower numbered courses, consequently they are expected to
perform very well.  It would not be unusual, therefore to have
distributions with more A's than any other grade in these classes.

NOTE:  The School of Education requires an average of 3.0 to remain in
good standing.  No grade lower than a C counts toward a degree.  Any
graduate program expects students to earn more A's than C's, but C's
will be given for marginal work.