PY231:
Prerequisites
Meeting Times, Location, & Course Delivery Details
Contact Information
Textbook:
Berk, L. A. (2022). Development Through the Lifespan (7th ed.). Boston: Pearson
Supplementary Texts & Additional Resources:
Available electronically via Blackboard
The textbook is the only book you need to purchase for this class. Our primary text Berk (2022), and it is required. While I will be teaching from the 7th edition, and specific pages for reading assignments listed in the course schedule will refer to the 7th edition, the 6th edition is also sufficient for review for this course.
You will not need to purchase any supplementary texts or materials, or additional resources. All supplementary materials, which may take the form of journal articles, additional texts, or other print media, will be made available on the Blackboard course website. Please see course schedule for more details.
Prerequisites: PY 130 or equivalent
This course introduces the study of developmental growth and behavior throughout the life span, from infancy to old age. Frameworks for understanding physical, cognitive, psychosocial, emotional, and moral development will be addressed. Major concepts, terms, and theories in developmental psychology will be presented and evaluated, paying particular attention to the range of cultural variation in child and adult development.
The objectives of this course are:
- To learn to evaluate key developmental theories, and use them to understand human development,
- To understand the terminology and research methods used by each developmental theoretical framework,
- To apply theories of development to better understand and explain behavior across the lifespan,
- To be able to articulate nuanced understandings of developmental trajectories via written and spoken word,
- To understand cultural differences in typical human development, and
- To be able to describe key milestones during the course of lifespan development, including understanding the implications of these milestones.
Note: Due to the nature of the class and the amount of the class content, I reserve the right to make any necessary changes to the class and/or in the class schedule. If changes do occur, this information will be announced in class and posted on the course website.
Date | Readings | Activities & Topic | Assignments |
1/13 | Syllabus | Introduction to Developmental Psych | Exit paper reminder |
1/15 | Chapter 1: “Basic Issues” through “Lifespan Perspective | Introduction to Developmental Psychology |
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1/17 | Chapter 1: “Studying Development” through “Ethics” | Introduction to Developmental Psychology: Research Methods | Exit paper reminder |
1/20 | No Class – MLK Jr Day | ||
1/22 | Chapter 1: “Recent Theoretical…” and “Comparing/Evaluating Theories” | Developmental Theory (Emphasis: Bronfenbrenner) |
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1/24 | Chapter 3: “Prenatal” sections | Prenatal Development | Exit paper reminder |
1/27 | Chapter 3: (remainder) | Prenatal Development & Childbirth |
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1/29 | Chapter 4 | Infancy and Toddlerhood |
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1/31 | Chapter 4 | Infancy and Toddlerhood | Exit paper reminder |
2/3 | Chapter 4 | Infancy and Toddlerhood |
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2/5 | Chapter 7: “Motor Development” | Early Childhood |
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2/7 | Chapter 5 | Infancy and Toddlerhood | Exit paper reminder |
2/10 | Chapter 5 | Infancy and Toddlerhood |
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2/12 | Chapter 7: “Piaget”; Chapter 9: “Piaget”; Chapter 11: “Piaget” | Piaget beyond Infancy |
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2/14 | Chapter 6: “Temperament” | Infancy and Toddlerhood | Exit paper reminder |
2/17 | Chapter 6: “Attachment” | Infancy and Toddlerhood |
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2/19 | N/A | Wrap-Up On Infancy/Toddlerhood + Paper Q&A |
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2/21 | N/A | Overview of Erikson | Piaget Mini-Project (Option 1) Due |
2/24 | Chapter 7: “Language Development” and Chapter 8: “Erikson” through “Morality” | Early Childhood |
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2/26 | Chapter 8 | Early Childhood |
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2/28 | Chapter 8 | Early Childhood | Exit paper reminder |
3/3 | Chapter 9 | Middle Childhood | Term Paper Due |
3/5 | Chapter 9 | Middle Childhood | Midterm Exam Opens |
3/7 | Chapter 10 | Middle Childhood | Midterm Exam Closes Exit Paper Reminder |
3/10-3/14 | NO CLASS – SPRING BREAK | ||
3/17 | Chapter 10 | Middle Childhood |
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3/19 | Chapter 10 | Middle Childhood |
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3/21 | Supplementary Reading: Playgrounds NOTE: CLASS WILL TAKE PLACE AT JW WILLIAMS CITY PARK (weather permitting!) |
| Exit paper reminder |
3/24 | N/A | Wrap-Up on Childhood |
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3/26 | Chapter 11: “Physical Development” | Puberty! |
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3/28 | Chapter 11: “Physical Development | Puberty! | Exit paper reminder |
3/31 | Chapter 11: “Cognitive Development” | Adolescence |
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4/2 | Chapter 11: “Cognitive Development” | Adolescence | Playground Mini-Project (Option 2) Due Exit Paper Reminder |
4/4 | NO CLASS – PROJECT WORKDAY | ||
4/7 | Chapter 12 | Adolescence |
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4/9 | Chapter 12 | Adolescence |
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4/11 | Chapter 12 | Adolescence | Exit paper reminder |
4/14 | Chapter 14: Emerging Adulthood | Young Adulthood | Guide to Teenagehood Mini-Project (Option 3) Due. |
4/16 | Chapter 14: Emerging Adulthood | Young Adulthood | Exit paper reminder |
4/18 | NO CLASS – GOOD FRIDAY | ||
4/21 | Chapter 15: “Adapting”; “Changes”; “Vocational” through end | Middle Adulthood |
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4/23 | Chapter 16: “Relationships” | Middle Adulthood |
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4/25 | Chapter 17: “Life Expectancy” and “Memory” | Old Age | Exit paper reminder |
4/28 | Chapter 18: “Well-Being” and “Relationships” | Old Age | All Term Projects Due |
4/30 | N/A | Term Projects | Presentations |
5/1 | N/A | Term Projects | Presentations Exit paper reminder |
5/5-5/8 | Note: Term Project presentations will conclude during our final exam period (1:00-3:00 5/5/2025). We will then hold an exam review session. The exam will open 5/1/2025 at 3:00 PM and close 5/6/2025 at 3:00 pm | ||
Grading
Final grades will be determined by the following points/percentage distribution:
(Please note that percentage scores are rounded to the nearest integer. Therefore, 92.5% will be rounded up to 93% and receive an “A” letter grade, butt 92.2% will be rounded down to 92% and receive an “A-“ letter grade.)
Grade | Percentage | Total Points |
A | > 93% | 465-500 |
A- | 90 – 92% | 448-462 |
B+ | 87 – 89% | 433-477 |
B | 83 – 86% | 413-432 |
B- | 80 – 82% | 398-412 |
C+ | 77 – 79% | 383-397 |
C | 73 – 76% | 363-382 |
C- | 70% – 72% | 348-362 |
D+ | 67 – 69% | 333-347 |
D | 60 – 66% | 298-332 |
F | < 59% | 0-297 |
Instructor Course Policies
Class Attendance, Participation, and Professionalism:
PLEASE NOTE that research suggests students who attend at least 90% of all class sessions for a given course learn more, retain information better, and excel beyond the classroom more frequently than do students who attend fewer than 90% of all class sessions. That said, I consider all class absences as “excused” with the following caveats:
- Students must email Saskia prior to the end of a given class period to announce an absence for it to be counted as excused. This must happen for every single missed class. Failure to contact Saskia in the event of missing a class will count as an “unexcused absence”; after two unexcused absences, you will lose 5% of your Attendance, Participation, and Professionalism points for every subsequent unexcused absence. This is in addition to the points gained/lost by submitting “Exit Papers.” (e.g., if you have an unexcused absence and also fail to submit an exit paper for that day, you will lose 10% of your points.)
- Students will be required to submit an “Exit Paper” at least once a week, and for every class they miss. An “Exit Paper” is a simple 2-minute writing assignment where you should jot down one take-away thought from that day’s class. The thought can be a connection you have made (e.g., between class notes and textbook, or between that day’s class and another topic we have covered earlier that semester) or a lingering question that you have about the material.
- If you miss one class in a week, the missed class can be the one you write an Exit Paper for. If you miss both classes, you will need to write an Exit Paper for each of the times that you miss. Exit papers are due within 24 hours of the class you miss and should be submitted to that week’s exit paper dropbox.
- For each day that you miss class and do not submit an exit paper, you will lose 5% of your Attendance, Participation, and Professionalism points.
Lecture information will often cover material not presented in the textbooks. Students are responsible for knowing the content of both the assigned readings and class lectures – assignments and exams will cover reading-specific and lecture-specific information as well as things covered in both sources. Students who miss class are responsible for any announcements, handouts, or material covered in class (including notes). You may gain this information by checking Blackboard (e.g., for handouts or links to recorded lectures), emailing the professor (e.g., for announcements), or contacting peers (e.g., for announcements or notes). It is similarly the student’s responsibility to make up any eligible assignments missed as a result of an absence. For further information, see the current Student Handbook for the college's Attendance Policy, especially as it pertains to excused absences.
Out of respect for your professor and fellow peers, please do not come to class if you are feeling ill. Additionally, should you feel ill at any point during the semester, it is important to contact the college nurse (wchealthcenter@wilmington.edu, 937-481-2217) immediately. If you miss class due to being ill, is your responsibility to contact your professor immediately in order to determine how best to maintain engagement with course content and assignments during your absence.
Participation and professionalism are also essential in this course. This entails submitting exit papers, participating in discussions, asking questions during class, maintaining courteous and professional communication with me and your classmates about course matters, attending office hours, and completing in-class activities (not for formal course credit) and assignments (for formal course credit) – please note that you will be assessed on your overall engagement across these areas and if you are lacking one area it will not necessarily result in a deduction of your participation and professionalism points.
In addition, all students are expected to contribute to enhance the quality of class discussions. Students are strongly encouraged to keep a list of questions (clarification and discussion-generating) as they read the textbook, and to raise these questions during class. Students are likewise encouraged to share their own viewpoints in a respectful manner so topics can be explored from multiple angles.
It is my expectation that students will complete all assigned readings and take-home assignments in advance of the class meeting during which they are scheduled to be discussed. Failure to do so may result in a loss of participation and professionalism points.
Participating in class and discussions: 100 points
Academic integrity is defined as the pursuit of scholarly activity in an open, honest and responsible manner. All students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed. Sanctions for academic misconduct can include a grade of F for the course as well as other penalties. Dishonesty of any kind will not be tolerated in this course. Students are responsible for maintaining academic integrity. Violations include cheating, working with other students during an exam or sharing exam questions with other students, fabricating information or citations, submitting work of another person or work previously used in another class without informing the instructor, tampering with the academic work of other students, or dishonesty in any respect of course participation. Violations also include facilitating the academic dishonesty of another student, and plagiarizing. Academic dishonesty will result in a minimum sanction of a grade of zero on the assignment, and may result in failing the course or being suspended from Wilmington College. See the current Student Handbook for the college's Academic Integrity policies as they pertain to examinations, plagiarism, classroom behavior, and the process for handling academic misconduct charges.
Course Requirements
Professor’s Expectations:
Expectations for students in this class are to:
- Be professional and respectful in your interactions with peers and professors.
- Be respectful of others and diverse viewpoints.
- Attend class (physically or electronically) and actively participate in class discussions and activities.
- Prepare for class by reading all assigned material in advance.
- Utilize student hours freely for questions, concerns, and problems, such as if you are struggling with course content/concepts.
Class Format and Conduct:
The class format includes interactive lectures, small group exercises that adhere to social distancing protocols, and discussions. Students will come from diverse backgrounds and may introduce various viewpoints that might yield disagreement or debate during discussion. Therefore, it is necessary for all students to facilitate a respectful environment by remaining scholarly and respectful at all times. Specifically, neither personal attacks nor discriminatory acts will be tolerated in this class.
Online Transition:
If circumstances dictate that we transition to an online format, we will move to a “semi-synchronous” format. There will be live online synchronous sessions conducted on Zoom during regular class times. For students who are unable to attend these live sessions, recordings will be made available via a shared OneDrive folder. Attendance will be defined as completing an Exit Paper (see “Attendance” section) for each class period, whether you participated in the live meeting or watched the recording. All assignments (in-class and homework) will be consistent across an in-person and an online delivery of this course, as will exams and quizzes. Further details will be distributed as needed via email and course announcements on Blackboard.
Course Requirements and Evaluation:
Course evaluation will be based on class attendance and participation, a term paper, a term project, several mini-projects, and two exams. Successful completion of this course will depend on work completed both inside and outside of the classroom; students should expect to spend a minimum of eight out-of-class hours per week on coursework between readings, exams/quizzes, and assignments.
Readings:
The textbook for this course is Berk’s Development Through the Lifespan. This book is approachable and clear in the presentation of important material related to human development, from “womb to tomb.” While we will not be covering every single chapter (or all parts of the chapters we DO cover) in class, you are encouraged to peruse other topics at your own pace; I am happy to answer questions about these “extra” topics outside of class meeting times. As with all textbooks, there may be some shortcomings to the way information is presented. Where appropriate, shortcomings will be addressed in class. Still, students are encouraged to read all course materials critically, and be prepared to bring up and discuss concepts that do not make sense or seem otherwise misrepresented. You will get the most out of this class if you complete readings in advance of the class in which they will be discussed, rather than after the fact.
Goal-Setting and -Reflection Assignment:
In the first week of class, you should compile a list of your goals for the course. This list should be include at least three distinct goals, and reference what you hope to learn and how you hope to grow in the course. This can include general study skills or specific class components (e.g., related to topics or assignments listed in this syllabus). At the end of the class, you will revisit the goals you identified and reflect upon your learning and growth by writing a 1-2 page assessment of how well you met those goals. Each component of this assignment is worth 5 points.
Goal-Setting Assignment: 2, at 5 points each for a total of 10 points.
Term Paper:
Students will complete an in-depth APA-style paper on the topic of infant and/or toddler development utilizing APA-style formatting and references. (Specifics about APA-style writing will be distributed in class and on Blackboard.) Your paper should contextualize color photographs or a short video clip of infants or toddlers (birth through 30 months – 2.5 years – of age). Papers should emphasize 1-2 specific topics related to this age range, and pull roughly 1/3 from lectures, 1/3 from class readings, and 1/3 from independent readings of un-assigned sections of the textbook, scholarly articles, and/or reputable websites. Specific details on this assignment, including example papers, will be provided in class and on Blackboard at least three weeks before its due date. Your paper should be submitted via Blackboard by the start of class on the listed due date.
Term Paper: 90 points.
Term Project (presentation):
Students will interview an individual from a developmental period not covered by the term paper, and to which the student does not currently belong (i.e., early childhood, middle childhood, early adolescence, early adulthood, middle adulthood, late adulthood; prenatal development is also possible via the interview of a third-trimester expecting parent). This interview will include selecting a particular theme (e.g., self-concept during middle adulthood; moral reasoning in middle childhood), researching this theme using the textbook and other reputable resources, and crafting 5-10 good interview questions about the subject. Students will interview their subject, summarize the responses, and compare their summary to their own developmental period (i.e., late adolescence/emerging adulthood), drawing connections to any relevant theories. These results will be presented during the final week of class. If we are in person at the time, presentations will consist of 5-minute oral presentations. If we are remote, presentations will consist of Blackboard forum posts. A rubric for this assignment will be provided in class and on Blackboard at least three weeks before its due date; all term projects will be due by 5:00 PM the Friday before presentations begin.
Term Project: 50 points
Class Mini-Projects:
At several points throughout the semester, students will complete “mini-projects” in groups of 3-5. Please note that you should maintain the same groups the entire semester; you may choose to self-select into a group or be assigned to a group.
There will be three options for mini-projects; you must complete two of these. In chronological order, they are:
- Piagetian task design
- Playground design
- Guide to teenagehood
Full details will be given in class at least two weeks before each project is due. Each mini-project will include a creative, collaborative element, and a brief (1-2 page) paper explaining what you have created. Group members are expected to provide equal input on all projects and will rate each other on their contributions. 10 points (40%) of each project will come from your creative element. 10 points (40%) will come from your written component. All group members will receive the same grade on these components. The remaining 5 points (10%) of your mini-projects will be based on how your group members rate your individual contributions.
Class Mini-Projects: 2, at 25 points each for a total of 50 points.
Exams:
There will be two open-book and open-note exams in this class: one midterm and a final. Both exams will consist of a combination of multiple choice and essay-style questions. Exams will NOT be in-class: timed exams will be made available on Blackboard for students to take at their leisure within a specified period. Students will be given a list of review topics and possible essay questions in advance of the test and permitted to take and use notes on these topics when completing their timed exam on Blackboard. Any student who emails Dr. Boggs by February 3rd with the subject line “purple giraffes” will receive 5 points of extra credit on their first exam. Access to the midterm exam will open immediately after class (3:00 pm) on the listed start date and close immediately before class (12:30 pm) on the listed close date; a review session will be held in-class on the day that the exam opens. The final exam access period will span several days during finals week; the review session for the final exam will be held on the last day of class. Each review session will be student-driven (i.e., students ask questions and instructor responds) and end when there are no more questions.
Exams: 2, at 100 points each for a total of 200 points.
Course Policies
Mask Policy
We are operating under a “single vote” policy this semester, meaning that if one person needs the whole class to mask for any reason, they may relay that request to me, and I will make masks mandatory until such a time as the individual removes the request. If no one makes such a request, masking will be a personal choice with one caveat. You may choose to mask or not to your own comfort level, BUT if you are feeling any sort of sick OR if you are coughing or sneezing at all, I ask that you wear a mask to class until such a time that you return to health.
Late Work
I want to help you stay on track this semester. Please reach out to me the second you think you may need help, including a conversation with me about a project or a little extra time. That said, I know that there can be times things creep up on you. For one assignment this term (e.g., application report, exit paper, etc) you can turn an assignment in up to one week late, no excuses needed. Just be sure to include “Late freebie” in the assignment submission text box. (If you go longer than one week, standard late work deductions will apply.)
Beyond that, work is considered “late” if it is turned in without an extension after the deadline for that assignment/assessment. Work turned in within 24 hours after a deadline will receive a 10% deduction in points. Work turned in within 72 hours after a deadline will receive a 25% deduction in points. Late work will not be accepted more than one week after a deadline. Further, please note that unexcused late work will be graded after all other grading is complete.
Make-up Work
In general, student should turn in any/all make-up work (i.e., work that has been missed due to an excused absence) the next class session they attend. On a case-by-case basis, an alternate timeline can be established between individual students and the instructor. The absolute last day to turn in any make-up work is 4/28/2025.
Class Cancellations
In the event that classes are canceled by the college due to inclement weather (or any other reason), we will pick up where we left off when classes resume. Work that had been assigned (e.g., readings, lectures, assignments and/or tests) will be due at our next class meeting.
If I must cancel class for unforeseen circumstances, I will send an email to you prior to our class time. I will attempt to give you as much advance notice as possible. As with college cancellations, at our next class meeting we will resume where we left off and all work will be due.
Additional Information
Religious and cultural observances: Individuals who have religious or cultural observances that conflict with classes or class assignments should inform me within the first two weeks of class. If, during this period, students do not contact me, it is assumed that they will be able to follow the schedule as outlined.
Email policy: Email messages addressed to me should have PY-231 or DEVELOPMENTAL PSYCH in the subject line. All email correspondence should be professional in tone. I commit to regularly checking email between 10:00 AM and 6:00 PM Monday through Friday; I will respond to all communication within 48 hours or by the end of the next weekday if the correspondence is sent over the weekend. If, at the end of 48 hours, you do not have a response, please re-send the email.
I will also be using email as a primary communication mode with you. I expect my students to check their emails at least once per weekday and to respond to any emails that demand a response (e.g., if I ask a direct question) within a timely manner (48 hours).
Course announcements: Any announcements regarding changes in the class schedule or syllabus will be announced in class, posted on Blackboard as a course announcement, and emailed to the entire class.
Technology policy: With respect to others, students will not disrupt the class with use of cell phones or other electronic devices. As such, phones and other devices should be set to “silent” (not vibrate) during class. Students are likewise encouraged to refrain from making or receiving phone calls and instant or text messages during the class; in the event of an emergency, please step outside of the classroom to complete your call. Laptops, smartphones, and tablets have become fixtures in classrooms nationwide, and have tremendous potential to draw us deeper into a state of engagement by providing a way to efficiently take notes or look up information that can supplement a given discussion. However, they have equal or greater potential to disrupt our engagement; research shows that students learn better when they do not use devices in the classroom, and that multitasking on devices distracts not only you but those around you. The question is always whether using technology is drawing you into class or pulling you out (e.g., through distractions such as email, social media, readings/assignments for other courses, et cetera), and the answer to that question is generally apparent to you as a thoughtful student, as well as to your peers and often to your instructor. Please keep this in mind and be judicious and conscientious in your use of technology.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Academic Misconduct - Examples [10/24]
ACADEMIC CODE OF CONDUCT
This policy is directly related to the first Testimony, which is part of the Student Code of Conduct. “I will practice personal and academic integrity.” The initial responsibility for dealing with academic misconduct lies with the individual faculty member in whose classroom or course of study the offense occurs. The responsibility includes determination of the consequences for the offense. The goal is for faculty to confront cheating and plagiarism, to teach ethical behavior, and to provide an appropriate consequence based on the nature of the incident. Faculty are encouraged to explicitly address academic misconduct and its consequences in the course syllabus.
EXAMPLES OF ACADEMIC MISCONDUCT
A. Examination offenses include, but are not limited to, the following:
1.Taking unauthorized materials into or out of the examination room.
2.Leaving the examination room without authorization before completing an examination.
3.Talking in the examination room without authorization.
4.Discussing the examination outside the examination room during the course of the examination.
5.Attempting to observe the work of another student.
6.Taking an examination for another person or permitting someone else to do so.
7.Collaborating improperly by discussion, joint research, or joint effort in any way expressly prohibited by the instructor. This includes using a cell phone or other device to access information from another source or another student.
8.Improper knowledge of contents of an examination - No student shall knowingly acquire unauthorized knowledge of an examination or any part of an examination, or solicit, offer, or give information about any part of an examination.
B. Student work offenses include, but are not limited to, the following, which are expressly prohibited in the absence of prior written approval of the instructor or instructors involved:
1.Resubmission of work - Submitting work which has been previously submitted for credit.
2. Plagiarism - Submitting work done wholly or partly by another, including the unattributed copying of all or parts of a published work or internet document. Using generative Artificial Intelligence (AI) sources to produce work (when not expressly permitted) is also a form of plagiarism. Some instances of plagiarism are the result of ignorance rather than dishonesty. When plagiarism is encountered, the instructor should be sure that the student knows proper procedures for attributing content.
3.Prohibited sources - Consulting material or persons contrary to the directions of the instructor.
4.Improper collaboration - Engaging in any discussion, joint research, or joint effort of any kind expressly prohibited by the instructor.
5.Deception - Misrepresenting the authenticity of sources, citations, or principles in any written work.
6. Sharing work – Students who share their work with others are responsible for how that work is used. For example, if a student shares a paper with another student to help him or her understand an assignment, and that student submits the work as their own, the author of the paper shares responsibility for the plagiarism committed by the other student.
D. Other misconduct - Engaging in any other improper conduct as specified by the instructor.
E. Lying – deliberately providing false information relevant to academic matters, such as misrepresenting the inability to take an examination because of illness.
F. Disruptive or disrespectful classroom behavior – causing a disturbance in the classroom, interrupting instruction, speaking rudely or threatening students or faculty.
Class Attendance Policy |
ADA (Americans with Disabilities Act)
Students with Disabilities
In accordance with ADA (Americans with Disabilities Act Amendments Act of 2008 (ADA), Section 504 of the Rehabilitation Act of 1973), Wilmington College provides access through reasonable accommodations to students with documented physical and psychological disabilities.
Students who wish to access Services need to meet with the Director of Accessibility and Disability Services and provide verification of their disability. To register with Accessibility and Disability Services, students submit an Application for Services. In addition, the student must provide the Disability Verification form accompanied by current disability documentation from a licensed professional. For more information, contact the Director of Accessibility and Disability Services at accessibility@wilmington.edu or 937.481.2444, 114 Robinson Communcation Center.