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Course Planning by Program

2023-24

Essential Objectives

Course Syllabus


Revision Date: 22-Dec-23
 

Spring 2024 | PSY-1050-VO01 - Human Growth & Development


Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 01-23-2024 to 05-06-2024
Last day to drop without a grade: 02-11-2024 - Refund Policy
Last day to withdraw (W grade): 03-24-2024 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

Glen Hueckel
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Kate Hughes

General Education Requirements


This section meets the following CCV General Education Requirement(s) for the current catalog year:
VSCS Social Sciences
    Note
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Course Description

This course is a survey of human growth and development throughout the life cycle including physical, cognitive, linguistic, ethical, and psychosocial dimensions.


Essential Objectives

1. Compare and contrast two major theories of developmental psychology.
2. Identify and discuss issues in human growth and development arising from differences in gender, race, and socioeconomic status.
3. Select one theory and discuss the major aspects of each stage of growth according to physical, cognitive, language, and social dimensions.
4. Explain how both environmental and genetic factors influence growth and development.
5. Apply the main concepts and principles of one developmental theory to the development of an individual.
6. Describe the process of empirical and ethical research (both cross-sectional and longitudinal) as it is commonly practiced and applied in the field of developmental psychology, including how that research informs contemporary issues.
7. Distinguish between fact and opinion, recognize unstated assumptions, and evaluate arguments according to the quality of supporting evidence in the literature.


Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.


Required Textbooks and Resources

PSY-1050-VO01 Link to Textbooks/Resources Information for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.


Methods

Teaching methods:

Discussions (in Canvas): Weekly discussion forums addressing subject matter relevant to the week's topic are the center piece of our work. Students will be required to submit three scholarly posts per week. Submissions are expected to be written in a fluent, college-level style, with ideas well supported through citations and good reasoning.

Reading and online reading quizzes, or Reading Reviews (RR’s): Each week, you will be assigned reading in one or two chapters of the text, and one or two RR's (RR’s are open book, online quizzes) that address the information found in those chapters.

Critical Thinking and Application Questions: Throughout the semester, critical thinking and application questions will be assigned. These are one or two paragraph responses, written in an essay style, that focus on a particular topic. Students will need to address the topic at hand and submit their response in Canvas.

Midterm and Final Exams: The exams will be given via Canvas during Weeks 8 and 15.

Meeting with me: If you choose to, you can set up an additional Zoom meeting with me to clarify materials, class procedures, assignments, and any questions, concerns, or comments that arise.


Evaluation Criteria

Evaluation Criteria- Grades:

Grades will be based on total points accumulated from Reading Reviews (online quizzes), a final project (to be determined), Application/Critical Thinking Questions (completed through online written submissions), Discussions through Canvas, and Midterm and Final Projects submitted through Canvas.

Evaluation Weightings:

Online quizzes, or Reading Reviews (RR’s): 20%

Critical thinking and application questions: 10%

Discussions: Three posts per week: 50%

Midterm and Final Exams: 20%


Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

Week 1: Domains, Dimensions, Prenatal Development and BirthDomains, Dimensions, and Perspectives in Lifespan Psychology

Prenatal development
Sensitive periods, organogenesis and teratogens

Critical Thinking Question (CTQ): "Bronfenbrenner's Ecological Systems Theory"

  

Reading: Chapter 1: History, Theory, and Research Strategies

Reading, Chapter 3: Prenatal Development, Birth and the Newborn Baby
Domains, Dimensions, and Perspectives in Lifespan Psychology

  

Reading Review (RR, or online quiz): Chapter 3

Discussions: “Living With the Effects of Teratogens”

Critical Thinking Question (CTQ): "Bronfenbrenner's Ecological Systems Theory"

 

2

Week 2: Physical and Cognitive Development in Infancy and Toddlerhood


Discussions: “Infant Learning and Language Development”

  

Reading, Chapter 4: Physical Development in Infancy and Toddlerhood

Reading, Chapter 5: Cognitive Development in Infancy and Toddlerhood

  

Reading Review (RR) CH5

Discussions: “Infant Learning and Language Development”

 

3

Week 3: Emotional and Social Development in Infancy and Toddlerhood

Temperament

Attachment

Emotional Development

  

Reading, Chapter 6: Emotional and Social Development in Infancy and Toddlerhood

  

RR: Chapter 6

Discussions: “Emergence of Emotions- From Basic Emotions to Self-Regulation”

 

4

Week 4: Physical and Cognitive Development in Early Childhood

Piaget: Preoperational to Concrete Operational Thought

The Information Processing Model

  

Reading, Chapter 7: Physical and Cognitive Development in Early Childhood

  

RR: Chapter 7

Discussions: "Make-Believe Play and Theory of Mind"

 

5

Week 5: Emotional and Social Development in Early Childhood

Prosocial Behavior

Empathy and Friendship Development

Aggression

CTQ: Childhood Aggression Today

  

Reading, Chapter 8: Emotional and Social Development in Early Childhood

  

RR Chapter 8

Discussions:“Parenting Styles and Their Outcomes”

CTQ: Childhood Aggression Today

 

6

Week 6: Physical and Cognitive Development in Middle ChildhoodPiaget- Concrete Operational Stage

The Information Processing Perspective



  

Reading, Chapter 9: Physical and Cognitive Development in Middle Childhood

  

RR Chapter 9

Discussions: "Information Processing and the Development of Attention"

 

7

Week 7: Emotional and Social Development in Middle Childhood
Peer Group Formation
Erikson: Autonomy and Initiative
Discussions: “Children of Divorce”

CTQ: Bullies and Their Victims

  

Reading, Chapter 10: Emotional and Social Development in Middle Childhood

  

RR Chapter 10

Discussions: “Children of Divorce”

CTQ: Bullies and Their Victims

 

8

Week 8: Midterm Exam

  

Review Chapters 1 through 10 in our text.

  

This exam will consist of multiple choice, T/F, and/or short essay questions.

 

9

Week 9: Physical and Cognitive Development in Adolescence
Cognitive Control, Impulsivity, and Risk-Taking
Piaget’s Formal Operational Stage
Moral Development: In-Out Group Biases

  

Reading, Chapter 11: Physical and Cognitive Development in Adolescence

  

RR chapter 11

Discussions: “Adolescent Cognition and Impulse Control”

 

10

Week 10: Emotional and Social Development in Adolescence
Erikson: Identity vs. Role Confusion
Marcia: Identity Statuses
"

  

Reading, Chapter 12: Emotional and Social Development in Adolescence

  

RR Chapter 11

Discussions: “Adolescent Exploration, Behavioral Risk, and Identity Formation”
Short Essay: "Lesbian, Gay, and Bisexual Youths- Coming Out to Self and Others"

 

11

Week 11: Early Adulthood
The Grant Study
Bowen: Emotional Maturity
Perry: Epistemic Cognition
Labouvie-Vief: Cognitie-Affective Complexity

  

Reading, Chapter 13: Physical and Cognitive Development in Early Adulthood
Reading, Chapter 14: Emotional and Social Development in Early Adulthood

Labouvie-Vief: "Dynamic Integration of Emotion and Cognition" (abstracts)

  

RR Chapter 14

Discussions: “Early Adulthood: ‘Becoming’ Adult?”

CTQ: "Beyond Piaget: Is There A Post-Formal Operational thought Stage?"

 

12

Week 12: Middle Adulthood
Levinson: The Midlife Transition
Ryff: Dimensions of Social Well-Being

Expertise and Generativity

  

Reading, Chapter 15: Physical and Cognitive Development in Middle Adulthood
Reading, Chapter 16: Emotional and Social Development in Middle Adulthood

  

RR Chapter 16

Discussions: “Being Adult: Midlife Crisis or The Good Life?”

Personal Application: "Possible Selves"

 

13

Week 13: Physical and Cognitive Development in Late Adulthood


Cognitive Maintenance and Decline in Late Adulthood

The Blue Zones

Aging and Longevity
Discussions: “Late Adulthood: Perceived Control, Resilience, and Long Life”

  

Reading, Chapter 17: Physical and Cognitive Development in Late Adulthood

  

RR Chapter 17

Discussions: “Late Adulthood: Perceived Control, Resilience, and Long Life”

 

14

Week 14: Emotional and Social Development in Late Adulthood

Aging and Emotion
Carstensen- Socioemotional Selectivity Theory
Our Aging Society

  

Reading, Chapter 18: Emotional and Social Development in Late Adulthood

  

RR Chapter 18

Discussions: “Late Adulthood: Living the Good Life”

CTQ: "The Benefits of An Aging Society"

 

15

Week 15: Final Exam

  

Review reading materials covered to this point in our course.

  

Final Exam: This final exam will consist of multiple choice, T/F, and/or short essay questions.

 

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.


Participation Expectations

Student Responsibilities in the Asynchronous Classroom

In the best interest of the health and safety of our CCV learning community, and the continued uncertainties caused by COVID-19, Human Growth and Development is being offered online as an asynchronous course.

What is an asynchronous course?

This asynchronous course requires that students submit three posts per week to Discussions, found in Canvas. There are due dates for the Discussions posts, and each is assigned over a span of a few days. Discussions is designed to be interactive, creating opportunities for students to engage with each other and me. Through this method, students will have the opportunity for continuous engagement and interaction each week, which in turn leads to thorough and substantive learning.

Technology needed:

Computer, laptop, tablet or phone with web access capabilities

Audio capabilities (built-in, USB or wireless Bluetooth)

High-speed internet and data connection

Attendance Policy

Attendance Requirements:

Since much of our work is interactive through Discussions, some posts cannot be made up once we are past the assigned posting period. If no posts are submitted during any given week, it will constitute an absence from class for that week. Missing more than three (3) classes will result in a non-satisfactory grade. More than one late arrival or early departure will constitute an absence at my discretion.

Exceptions:

All course work is due on time. Make-up work is allowed in the case of family emergencies, illness and/or injury, and must be completed on a timeline agreed to with me. In this "age of COVID 19" personal or family illness may become an issue. If you have any difficulties regarding attendance or work completion due to the circumstances stated above, please contact me as soon as possible; this will give you the opportunity to stay “on track” with the class. It is my primary goal in teaching this course to help students to succeed!


Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.


Academic Integrity


CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.