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The purpose of the interview project it to encourage you to think about key developmental issues that impact someone outside of your own identity groups. The intent of this paper is for you to examine how external forces may impact the lives of others. For example, you may chose to interview someone from a different developmental stage than yourself to test different theories that you have learned about from class. You may chose to interview someone who is from a different racial, ethnic, sexual orientation, religious, etc background than your own. Then take the gathered information and relate it to theories. The intent of this paper is to gain greater insight into how developmental issues influence someone outside of your own identity groups.

Grading Criteria: The grading criteria for this paper will be based on how well you are able to relate your gathered material to theories in developmental psychology. (One way to be sure to achieve this criterion is to write questions from the theories.) You will need to turn in 8 question that you asked the interviewee and a 3-4 page paper following the paper grading criteria (given later in the syllabi). You may find it helpful to talk with me prior to your interview.

Interview papers will be graded on the following criteria:

Follow syllabi paper criteria 5 points

8 Questions 5 points

Breadth/Depth 12 points

Incorporation of theories 12 points

Diversity issues addressed 6 points

The presentation that your design should be creative and encourage class participation. It must also include information related to the chapter(s) that you have been assigned. Each presentation should focus on issues from different periods of development and should be controversial. Presentations will begin September 20 and continue almost each week until November 29th. Presentations should range between 25 and 30 minutes. Presentations should be controversial, have a chapter(s) outline (described below), and include outside sources. Presentations should consider cross-cultural topics such as issue related to race, ethnicity, gender, sexual orientation, ability, socioeconomic status, etc. You may find it useful to have your own discussion questions written out. Everyone should meet with me prior to his or her presentation.

Your presentation may, but does not have to, include movies, people from outside the classroom, role-plays, etc. It is up to you and you group members, have fun with it! The intent of the presentation is to allow you to have control over a portion of the section and for you to learn more information about an area of interest that you have.

Group presentations are expected to present the chapters to be covered within a given week. The purpose of the presentation is NOT to repeat what is stated in the chapter; rather, to emphasize key points, expand upon topics of interest, relate key points to current events, address diversity issues, and spark an interesting discussion. Plan this presentation as though you were going to discuss the topic among peers and friends.

Handout criteria: This handout must cover all major topics, key points addressed, as well as be a useful tool for helping your classmates prepare for the exam, and you may find it helpful to have a draft when you meet with me. An example outline will be given out in the second discussion section. You must also e-mail me a copy of your handout.

Copies: In order to have me make copies for you, you must have the handout to me prior to 5:00 PM the Monday before your presentation.

Presentations will be graded on the following criteria:

Meet with GSI 4 points

Class Handout 15 points

Breadth/Depth 10 points

Incorporation of class readings 5 points

Diversity issues addressed 2 points

Time limit 2 points

Creativity 2 point

During the course of the semester you will complete an activity or observation based on a particular developmental group. This activity will require you to observe/perform something based on one of the above topics outside of class. The activity/observation should, at a minimum, take 45 minutes. The activity/observation may be done in groups or on your own. A suggestion of the activity will be given to you by me, however if you would like to do something other than the suggested activity ask me first. You will have two tasks for this assignment: 1) performing the activity or observation looking for aspects of development (perceptual, motor, social, cognitive, language, etc) which are related to the theories discussed in lecture, section, and readings, and 2) write a 2-3 page response to part one. Be sure to show a relationship to course material.

Possible Activities, these are only suggestions (I will provide more concrete ideas as the semester progresses.):

Children: Go to the store and shop with 50 pretend dollars for a newborn.

Adolescents: Observe adolescents in the mall — what did you notice

Adults: Observe adults — Is there such a thing as a mid-life crisis?

Elderly: Shop around for adult home/nursing care, Speak/observe an elderly adult

The intent of this 2-3 page paper is to give the opportunity to demonstrate your understanding of course material and it’s relationship to media. For this assignment you will need to: 1) select a TV show or movie, 2) evaluate who the target audience is, 3) Define the ‘goal’ of the TV show/Movie, 4) rate the movie on a zero to ten point scale (Zero — not at all, Ten — Totally) as to how close it is to real life and why you gave it that rating. Be sure to follow the guidelines for grading paper criteria.

Your attendance and participation in discussion is both expected and REQUIRED. For this reason you will note that there are no points given for attendance and only 10 points of your discussion grade is given for participation.

An unexcused absence will result in a deduction of 5 points from your grade. If you need to miss a discussion, let me know in advance. Absences are considered excused only if you have to participate in a university function, are sick, or have a family emergency.