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Essential Objectives

Web Schedule Fall 2020


Revision Date: 10-Oct-20

PSY-1050-VO06Y - Human Growth & Development


Online Class


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


Synonym: 203921
Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 11-03-2020 to 12-21-2020
Last day to drop without a grade: 11-12-2020 - Refund Policy
Last day to withdraw (W grade): 12-01-2020 - Refund Policy
Faculty: Erin Valentine | View Faculty Credentials
This section is waitlisted. Please contact your nearest center for availability..
This section meets the following General Education Requirement(s):
Human Behavior
    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 page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Browse the Canvas Site for this class.

Course Description:

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 class.
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 research (both cross-sectional and longitudinal) as it is commonly practiced by the developmental psychologist.
7. Distinguish between fact and opinion, recognize unstated assumptions, and evaluate arguments according to the quality of supporting evidence in the literature.

Additional Instructor Pre-Assignments/Notes/Comments:

TEXTBOOK: The textbook for this for this course is an Open Education Resource (OER) textbook. It is free and downloadable as a pdf for you to use in this course as a student. You can not reproduce it in any way.
The textbook is:
Lifespan Development: A Psychological Perspective 2nd Edition
By Martha Lally & Suzanne Valentine-French
http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf

WRITING PROFICIENCY: It is expected that all written assignments reflect college level proficiency. Your grade will be impacted, lowering your overall grade, if assignments are turned in containing multiple misspelled words, grammatical errors, and poor sentence structure. In this course you are required to cite your work using APA-format. If you are unfamiliar with APA-format, looking into this is something you should do before the semester begins. It is advisable that you proofread your assignments, including discussion board comments, before turning them in. For your own peace of mind you may wish to write your weekly posts outside of the discussion forums, in a Word document, then copy and paste the post into the forum to submit. This alleviates accidentally losing a post due to any technical errors in the online medium.

CONDUCT & PLAGIARISM: This course strives to create a learning environment, which is respectful of the rights and dignity of all members of our learning community. Students are expected to conduct themselves in a collegial, respectful, and professional manner while participating in all activities associated with this course. Students are expected to exhibit behaviors and attitudes consistent with appropriate ethical standards, and to refrain from any fraudulent, dishonest, or harmful behaviors such as plagiarism, cheating, or harassment, which compromise the integrity of the course, fellow students, staff, and faculty. Therefore, in accordance with college policy, any student who knowingly participates in fraudulent academic work, including acts of cheating or plagiarism, will receive a failing grade for the course.

DISABILITY STATEMENT: Any student with a documented disability (physical, learning, or psychological) needing academic accommodations should contact the Disability Services Officer and inform the instructor of the documented disability within the first two weeks of the course. All discussions will remain confidential.

Methods:

Teaching is methods include:
Textbook reading from: Lifespan Development: A Psychological Perspective 2nd Edition
Assigned readings, presentations, and videos
Whole-class online discussion forums

Evaluation Criteria:

Students are evaluated in the following ways:

1. weekly through whole-class discussion forum posts,
2. once via a reflection paper
3. once via a structured online exam
4. once via a presentation

Over the course of the semester students are evaluated using on a 100-point scale. Students gain points by fully participating in class activities and completing assignments. The point breakdown for the four course evaluation methods is as follows:

48 points – whole-class discussion posts
8 point – reflection paper
24 points – final course presentation
20 points – final exam

Grading Criteria:

Student’s final course grades are determined using the following 100-point scale.

A = 93-100
A- = 90-92
B+ = 88-89
B = 83-87
B- = 80-82
C+ = 78-79
C = 73-77
C- = 70-72
D = 60-69
F = <60

A through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D: For any work to receive a "D", it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and adviser.

DISCUSSION FORUM GRADING:
Each week discussion forum prompts will be presented for students to respond to. Students’ responses to these prompts are graded on a 4-point scale (i.e. each forum response is worth 4 points toward the overall course grade).

The grading criteria for the forum discussion posts are outlined below. Comments to other students and the instructor are not graded, but are required. Students need to post at least 1 comment in each discussion forum each week. Half (½) a point will be deducted from the student’s overall forum grade for each missed comment.

The following guidelines will be used in grading students’ responses to discussion forum prompts:

4 points = A
* Assignment is carefully and systematically answered.
* Responses illustrate the student has a thorough understanding of the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts, and the ability to relate the subject matter to their own experiences and /or other areas of knowledge.
* Responses are thoroughly researched and referenced using APA format with at least one scholarly primary or secondary source cited.
* Arguments, theories and conclusions are well developed and show evidence of critical thinking and reflection.
* Writing is succinct with no spelling or grammatical errors.

3 points = B
* All major pieces of the assignment are responded to.
* Responses illustrate the student understands the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts; limited ability to relate subject matter to their own experiences and/or other areas of knowledge.
* Limited amount of primary or secondary research is cited; sources are not cited in APA-style.
* Arguments, theories and conclusions are developed.
* A small number of spelling and grammar errors may be present.

2 point = C
* Student responds to most elements of the assignment.
* Response illustrates basic understanding of subject matter.
* There is little to no use of primary or secondary sources research; research is not cited at all.
* Arguments, theories and conclusions are not fully developed.
* Spelling and grammar errors impede the student's ability to communicate the main points of their argument.

1 point = D
* Student responds to some elements of the assignment.
* Response illustrates limited understanding of subject matter.
* There is little to no research cited.
* Spelling and grammar errors make it difficult for the student to communicate the main points of their argument.

0 point = F
* Student does not respond to the components of the assignment.
* Response does not illustrate an understanding of the subject matter.
* No research is cited.
* Spelling and grammar errors make it impossible for the student to communicate the main points of their argument.
* Late work: All work submitted after the posted deadlines even if what is submitted is an otherwise well-constructed post.

REFLECTION PAPER GRADING:
The Reflection Paper is to be written and submitted at the midpoint in the semester as a way of thinking about what has already been learned about early human growth and development and looking ahead to how this will affect the latter half of life.

The Reflection Paper is to be 1-2 page double-spaced written in Word with 12pt font. Because this is a ‘reflection’ paper student do not need to include references of any kind

In the paper the student should identify 3 aspects of development in childhood and adolescents that s/he thinks are particularly important to life-long development and are likely to have the most influence on the next phases of life. As a reflection paper the student can discuss areas they are interested in learning more about or any unanswered questions they have about aspects of development in the early years of life, or questions they have about later life and what s/he looks forward to learning more about.

This paper is worth 8 points toward the overall grade in the class. Students will be graded on their ability to follow the parameters of the assignment and to think critically about what they have learned and project this learning forward to thoughts about their continued learning in the second half of the semester.

EXAM GRADING:
There is one online, open book, final exam in this course. This exam will be available the last 2 weeks of class and cover material from the course textbook Lifespan Development: A Psychological Perspective Second Edition by Martha Lally and Suzanne Valentine-French, our course text. The exam should be completed only after finishing all the course reading. The instructions for the exam are in the exam itself. After reading the exam instructions students have 1.5 hour (90 minutes) to complete the multiple choice and true false exam questions. The exam is worth 20 points toward the overall course grade. If the exam is not completed by the deadline the student will receive a score of 0. No extensions are given for the final exam.

FINAL COURSE PRESENTATION GRADING:
The final course presentation is designed to be an independent learning experience that students work on throughout the semester and then present to the class during the last week of the course. This course-long project is meant to assess the degree to which students have mastered and synthesized the subject matter related to human growth and development and can present it concisely and coherently to others. The final course presentation can be on the topic of the student’s choosing, but will be graded with regard to the student’s ability to adhere to the following guidelines.

Students must to select one age group/life stage to highlight (i.e. prenatal, infancy, early childhood, middle childhood, adolescence, young adulthood, middle adulthood, or late adulthood), a topic about that age group (i.e. physical development, divorce, cancer, sexual activity, depression, etc.) and a target audience for their presentation (e.g. parents, medical professionals, educators, siblings, teachers, etc.). The presentation is then to be designed to provide information (learned in the course and through outside reading) around these parameters. The professional presentation should address important aspects of development (i.e. cognitive, physical development, psychosocial, occupational, societal, etc.) as they relate to the selected age group and intended audience of the presentation.

For example, one might select early childhood as an age group and dietitians for an audience to focus the presentation around. In this case the presentation topic will emphasize how food and nutrition is connected to physical, cognitive, and social-emotional growth and development. As additional examples, previous titles for presentations completed by students have included: Child Development – What Parents Should Know About Their Growing Child, What Nurses In Long Term Care Facilities Need to Know about Sexuality in Late Adulthood, What Medical Professionals Need to Know When Treating a Child With Type 1 Diabetes, Cyber Bullying - What Parent Need to Know to Prevent Potential Deadly Consequences.

Completed presentations need to be presented in PowerPoint, Prezi, PowToon, Keynote, or a similar slide-based media. Presentations need to be posted to the discussion forum during the last weeks of the semester (see week-by-week syllabus for deadline).

Presentations must be a minimum of 15 slides and no more than 30 slides. The first slide of the presentation should be the title slide, which includes the student’s name. The final slide of the presentation should be entitled ‘References’ and must list a minimum of 5 scholarly references that were used in researching the topic. Acceptable references include: books, journal articles, scholarly news reports, and reputable websites (i.e. .gov and .org websites, not blogs, Wikepidia, and other biased or opinion-base websites). Not all websites can be relied upon as reputable sources so please be thoughtful and careful when using websites as scholarly sources. Students must properly cite all references (both in the presentation, as necessary, and on the ‘References’ slide) using APA format.

This project is worth a total of 20 points toward the student’s final course grade.

Textbooks:

Fall 2020 textbook data will be available on July 6. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

PSY-1050-VO06Y Textbooks.

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

Contact Faculty:

Email: Erin Valentine
Hiring Coordinator for this course: Kathryn Hughes

Notes: erin.valentine@ccv.edu

Attendance Policy:

Attendance and participation are key components of this course; in fact this course is dependent upon student participation and collaboration. In order to participate in this course, students must be present in the discussion forums. Each student is expected to contribute actively on a weekly basis. If a student is not present in at least one of the discussion forums during the week (Tuesday-Monday) they will be considered absent for that week. Posting to a forum after the week is over will not change this absence. Additionally, posts submitted after the weekly deadlines receive a grade of 0, regardless of the quality of the post, as late posts do not contribute fully to the discussion. These attendance and participation guidelines are in place to help facilitate discussion, shared learning, and cohesiveness in the course. If a student anticipates being unable to participate in a weekly discussion forum, the student must discuss his/her absence with the instructor as soon as possible in order to determine if an extension can be granted. Extensions are never granted after the deadline to post has passed (i.e. don’t wait until after the week is over to let the instructor know why you were absent). But arrangements can often be made to address absences in the forums if a student is proactive about contacting the instructor as soon as possible before the end of the weekly discussions.

Please note that weekly attendance is required and necessary in order to pass this course. Failure for the entire course will occur if a student is absent for three or more weeks of class discussions. Attendance is also required for release of student loan payments as such student attendance is submitted to the college on a weekly basis.

IMPORTANT NOTE: This is an accelerated, 7-week course, which means the same content that is taught in a 15-week course of Child Development has been condensed into a 7-week course. You should expect to put in twice as much work each week, in half the number of weeks of a “normal” semester-long course.

Syllabus:

WEEK-BY-WEEK SYLLABUS

At CCV all class weeks begin on Tuesday. In accordance with this policy, our class week always begins on Tuesday each week and ends on Monday. Student forum posts are graded weekly (on Tuesday) in order to provide prompt feedback.

Week 1 – Introduction to Human Growth and Development and Theories of Development
Assignments
Read all important course document, explore the class website and become familiar with Canvas
Read Chapter 1: Introduction to Lifespan Development in the class text
Review the assigned PowerPoint presentation on Developmental Theories and Child Development
Post to the two graded discussion forums by Friday at midnight
Respond to at least two classmate/instructor questions/comments by Monday at midnight

Week 2 – The beginning of life: Prenatal Development to Toddlerhood
Assignments
Read Chapter 2: Heredity, Prenatal Development, and Birth &
Chapter 3: Infancy and Toddlerhood in the class text
View the assigned video
Post to the two graded discussion forums by Friday at midnight
Respond to at least two classmate/instructor questions/comments by Monday at midnight

Week 3 - Childhood: The Early to Late Childhood Years
Assignments
Read Chapter 4: Early Childhood & Chapter 5: Middle and Late Childhood in the class text
View the assigned video
Post to the two graded discussion forums by Friday at midnight
Respond to at least two classmate/instructor questions/comments by Monday at midnight

Week 4 – Adolescence: The Turning Point
Assignments
Read Chapter 6: Adolescence in the class text
View the assigned video
Post to the one graded discussion forum by midnight
Submit the mid-term Reflection Paper by Monday at midnight
Respond to at least one classmate/instructor questions/comments by Monday at midnight

Week 5 - Adulthood: Becoming and Being an Adult
Assignments
Read Chapter 7: Emerging and Early Adulthood & Chapter 8: Middle Adulthood in the class text
Review the assigned website
View the assigned video
Post to the two graded discussion forums by Friday at midnight
Respond to at least two classmate/instructor questions/comments by Monday at midnight

Week 6 – Old age: Late adulthood and passing on
Assignments
Read Chapter 9: Late Adulthood & Chapter 10: Death and Dying in the class text
View the assigned video
Review the assigned PowerPoint
Post to the two graded discussion forums by Friday at midnight
Respond to at least two classmate/instructor questions/comments by Monday at midnight
*The final exam is available for you to take at the beginning of the week

Week 7 – Full Circle: Reflecting and Learning From Each Other
Assignments
Submit your final presentation to the discussion forum by Tuesday at midnight (the beginning of the week)
Read all of your classmates’ final presentations (this is your reading assignment for the week)
Post to the final graded discussion forum
Respond to at least two classmate/instructor questions/comments by Monday at midnight
Complete the Final Exam by Monday at midnight
Complete CCV Course Final Evaluation by Monday at midnight

*The instructor reserves the right to alter activities in order to meet course objectives.


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 Honesty: 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.

Course description details subject to change. Please refer to this document frequently.

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