Education | Strategies for Educational Inquiry
Y520 | 8942 | Sheila Arens

Required Readings: 1.  Life-Span Development by Helen Bee (2nd
edition, 1998)

2. Articles to be passed out in class.

Course Objectives:
1.  Develop an understanding of the major theories and research in
life span development

2.  Develop oral and written communication skills

Evaluation: (You can earn a total of 1000 points for the course).
1. 3 exams - Each exam is worth 200 points (20% of your grade).
The exams will focus on the major themes of the course. I will make it
clear to you as we go through the course what questions I am likely to
ask on the exams. The tests will be short answer and multiple choice.
My goal is to make sure that you learn the most important concepts.
Consequently, I will highlight what these concepts are during class
and test you on them. I will not test you on minor details. I will
emphasize the practical applications of each concept because I believe
that this information will be the most useful to you in your life and
future career.

2. 5-page developmental history paper (see instructions on additional
handout) Worth 200 points or 20% of your grade

3. 10-minute presentation  (see instructions on additional handout)
Worth 100 points or 10% of your grade

4. Class Questions Each class I will write a question on the board at
the beginning of class. You write your response on a piece of paper
and turn it in at the end of class. Each question is worth 4 points,
or a total of 100 points for all class sessions or 10% of your grade.

5. I'll use the following curve to assign final grades. I use the
traditional mathematical procedure for rounding numbers, numbers at or
above .5 are rounded up, numbers below .5 are rounded down. So if your
final point total was 969.5, then your rounded final point total would
be 970 or an A+; if your final point total is 969.4, then your rounded
final point total would be a 969 or an A.

Total Points Earned in the Course Final Course Letter Grade




Make-up Tests.  Because the creation of each test is time consuming,
the tests must be taken on the days that they are scheduled. If you
miss a test, you will earn 0 points. I will make exceptions only for
major illnesses or emergencies. You must notify me before the test,
not after!

Posting Grades. I will post your grades on the Web using the Post'em
Grade Reporting System developed by the Bureau of Evaluative Studies
and Testing (BEST). I also will indicate what your grade average is
for the course at that point in the semester.
Post'em is an automated grade reporting system on the Web that enables
faculty and associate instructors to post students' grades without
compromising students' privacy. Students may access their grades 24
hours a day using Netscape. Grades can be updated by instructors at
any time, and the results can be viewed immediately by students.

How do you see your grades? Use the following procedure.

1.  Go into Netscape and type this address in the proper box.

2.  Login with your Network ID and password. (This should be your
email ID and password.) If you receive an error message about your
password, then you need to follow the directions given in the error
message to find out what your password is for the network. It may not
be the same as your email password.
3.  Post'em will search for you in all of its class accounts. It will
then show a list of your classes for which Post'em has information.

4.  You select from this list the class for which you would like to
see your grades.

5.  Then select the "See my grades" button.

6.  If you have only 1 class that is using Post'em, then your grades
for that class will be automatically given to you.

Your privacy is protected because the system will only show the grades
for that username and password.

Class Attendance
I strongly recommend that you attend each class.  Each test will be
based on information in the book and information given only in class.
Although you can use others' notes for classes that you miss, you are
gambling that their notes are going to be adequate and that you will
be able to make sense of them.

Note taking
My past experience is that students who do well are students who take
detailed notes that make sense later when they try to study them.  If
your notes are cryptic or incomplete it will be very difficult for you
to do well on the tests.  Be especially careful to indicate in your
notes whenever I state in class that such and such will be on the next
Class Schedule

Introduction (Chapters 1-3)

Jan. 9 Developmental Methods and Theories

Jan. 11 Prenatal Development

Infancy (Chapters 4-6)

Jan. 16 Infancy - Birth and Physical Development

Jan. 18 Infancy - Perceptual and Cognitive Development

Jan. 23 Infancy - Social & Personality

Jan. 25 Infancy - Social & Personality

Jan. 30 Infancy

Early Childhood (Chapters 7 & 8)

Feb. 1 Test 1, Theories, Methods, Prenatal, and Infancy (Chapters 1 -

Feb. 6 Cognitive Development and Play

Feb. 8 Language Development (pp.11-124, 162-172)

Feb. 13 Language Development

Feb. 15 Child Care (Infants, Toddlers, Preschoolers - pp. 148-153)

Feb. 20 Television - Teletubbies Paper Due - Discussion
Middle Childhood and Adolescence (Chapter 9-12)

Feb. 22 Middle & Late Childhood
Physical, Cognitive, and Socioemotional  Development

Feb. 27 Middle & Late Childhood

March 1 Intelligence (pp. 124-125, 179-186, 232-235, 239-241, 295)

March 6 Adolescence

March 8 Adolescence

March 13 Spring Break

March 15 Spring Break

March 20 Adolescence

March 22 Test 2, Early, Middle & Late Childhood and Adolescent
(Chapters 7 -12)

Early, Middle, and Late Adulthood (Chapters 13, 14, 15, 17)

March 27 Young Adulthood

March 29 Marriage

April 3 ate Adulthood

April 10 Late Adulthood

April 12 Late Adulthood

April 17 Test 3 Early, Middle, and Late Adulthood (Chapters 13, 14,
15, 17)
April 19Presentations

April 24 Presentations

April 26 Presentations
Course Evaluations