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Course Planning by Program

2024-25

Essential Objectives

Course Syllabus

Revision Date: 03-Aug-24

Human Growth & Development

Credits:
Semester Dates: Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

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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

This course uses one or more textbooks/books/simulations.

Fall 2024 textbook details will be available on 2024-05-20. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

Link to Textbooks 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 available for you to complete in 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): 15%

Short Essays (critical thinking and application questions): 15%

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:

High Low

A+ 100 98

A Less than 98 93

A- Less than 93 90

B+ Less than 90 88

B Less than 88 83

B- Less than 83 80

C+ Less than 80 78

C Less than 78 73

C- Less than 73 70

D+ Less than 70 68

D Less than 68 63

D- Less than 63 60

F Less than 60

P 100 60

NP Less than 60 0

Weekly Schedule

Week/Module	Topic	Readings	Assignments

1	Week 1: Domains, Dimensions, Prenatal Development and Birth Reading and RR- Chapter 1: History, Theory, and Research Strategies Discussions: "Introductions and Three Domains of Lifespan Development" Short Essay: " CTQ: Qualitative Change in Human Development”	Reading: Chapter 1: History, Theory, and Research Strategies	Reading Review (Online open book quiz) Discussions- 3 posts Short Essay

2	Week 2: Physical and Cognitive Development in Infancy and Toddlerhood Reading and RR: Chapter 3: Prenatal Development, Birth and the Newborn Baby Prenatal Learning, Neonatal Testing Sensitive periods, organogenesis and teratogens Discussions: “Living With the Effects of Teratogens”	Reading, Chapter 3	RR (Online MC Quiz) Discussions- 3 Posts

3	Week 3: Physical and Cognitive Development in Infancy and Toddlerhood Reading and RR: Chapter 4: Physical Development in Infancy and Toddlerhood Reading and RR: Chapter 5: Cognitive Development in Infancy and Toddlerhood The Importance of Caregiver Interactions Piaget: Assimilation and Accomodation Discussions: “Infant Learning and Language Development” Short Essay (Critical Thinking Response): "Baby Learning from TV and Video: The Video Deficit Effect"	Reading, Chapter 4: Physical Development in Infancy and Toddlerhood Reading, Chapter 5: Cognitive Development in Infancy and Toddlerhood "Baby Learning from TV and Video: The Video Deficit Effect" (in your text)	RR (Online MC Quiz): 2 Chapters Discussions- 3 Posts Short Essay

4	Week 4: Emotional and Social Development in Infancy and Toddlerhood Reading and RR: Chapter 6: Emotional and Social Development in Infancy and Toddlerhood Attachment Theories and Styles Basic and Self-Conscious Emotions Emotional Regulation Discussions: "The Evolution of Basic Emotions"	Reading, Chapter 6: Emotional and Social Development in Infancy and Toddlerhood	RR (Online MC Quiz) Discussions- 3 Posts Short Essay

5	Week 5: Physical and Cognitive Development in Early Childhood Reading and RR: Chapter 7: Physical and Cognitive Development in Early Childhood Piaget: Preoperational to Concrete Operational Thought The Information Processing Model Discussions: "Make-Believe Play and Theory of Mind" Short Essay: "Play As A Spectrum"	Reading, Chapter 8: Emotional and Social Development in Early Childhood Journal Article: "Play As A Spectrum"	RR (Online MC Quiz) Discussions: 3 Posts Short Essay

6	Week 6: Emotional and Social Development in Early Childhood Reading and RR: Chapter 8: Emotional and Social Development in Early Childhood Friendship Formation Empathy and Sympathy Discussions: “Parenting Styles and Their Outcomes”	Reading, Chapter 8: Emotional and Social Development in Early Childhood	RR (Online MC Quiz): 2 Chapters Discussions- 3 Posts

7	Week 7: Emotional and Social Development in Middle Childhood Reading and RR: Chapter 10: Emotional and Social Development in Middle Childhood Peer Group Formation Erikson: Industry Discussions: “Children of Divorce” Short Essay: "Childhood Aggression Today"	Reading, Chapter 10: Emotional and Social Development in Middle Childhood Discussions: “Children of Divorce” Short Essay: "Childhood Aggression Today"	RR (Online MC Quiz) Discussions- 3 Posts Short Essay

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 Reading and RR: Chapter 11: Physical and Cognitive Development in Adolescence Cognitive Control, Impulsivity, and Risk-Taking Piaget’s Formal Operational Stage Discussions: “All Gas, No Brakes?” Short Essay: "Coming Out to Self and Others"	Reading, Chapter 11: Physical and Cognitive Development in Adolescence "Coming Out to Self and Others" (in your text)	RR (Online MC Quiz): 2 Chapters Discussions- 3 Posts Short Essay

10	Week 10: Emotional and Social Development in Adolescence Reading and RR: Chapter 12: Emotional and Social Development in Adolescence Erikson: Identity vs. Role Confusion Marcia: Identity Statuses Moral Development: In-Out Group Biases Discussions: “Adolescent Exploration, Behavioral Risk, and Identity Formation”	Reading, Chapter 12: Emotional and Social Development in Adolescence	RR (Online MC Quiz) Discussions- 3 Posts

11	Reading and RR: Chapter 13: Physical and Cognitive Development in Early Adulthood Reading and RR: Chapter 14: Emotional and Social Development in Early Adulthood The Grant Study Bowen: Emotional Maturity Discussions: “Early Adulthood: ‘Becoming’ Adult?” Short Essay (Critical Thinking Response): "Is There a Post-Formal Operational Thought Stage?"	Chapter 13: Physical and Cognitive Development in Early Adulthood Chapter 14: Emotional and Social Development in Early Adulthood "Reflections on Post-Formal Operational Thought Stage" (juornal article)	RR (Online MC Quiz): 2 Chapters Discussions- 3 Posts Short Essay

12	Week 12: Middle Adulthood Reading and RR: Chapter 15: Physical and Cognitive Development in Middle Adulthood Reading and RR: Chapter 16: Emotional and Social Development in Middle Adulthood Levinson: The Midlife Transition Ryff: Dimensions of Social Well-Being Discussions: “Being Adult: Midlife Crisis or The Good Life?” XC (extra credit) Personal Application: "Possible Selves"	Reading, Chapter 15: Physical and Cognitive Development in Middle Adulthood Reading, Chapter 16: Emotional and Social Development in Middle Adulthood	RR (Online MC Quiz): 2 Chapters Discussions- 3 Posts Short Essay (optional for XC)

13	Week 13: Physical and Cognitive Development in Late Adulthood Reading and RR: Chapter 17: Physical and Cognitive Development in Late Adulthood Cognitive Maintenance and Decline in Late Adulthood Intellect, Aging, and Longevity Discussions: “Late Adulthood: Perceived Control, Resilience, and Long Life” Short Essay: "What Can We Learn About Aging from Centenarians?"	Reading, Chapter 17: Physical and Cognitive Development in Late Adulthood "What Can We Learn About Aging from Centenarians?" (see textbook)	RR (Online MC Quiz) Discussions- 3 Posts Short Essay

14	Week 14: Emotional and Social Development in Late Adulthood Reading and RR: Chapter 18: Emotional and Social Development in Late Adulthood Aging and Emotion Carstensen- Socioemotional Selectivity Theory Our Aging Society Discussions: “Late Adulthood: Living the Good Life”	Reading, Chapter 18: Emotional and Social Development in Late Adulthood	RR (Online MC Quiz): 2 Chapters Discussions- 3 Posts

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.

Accessibility Services for Students with Disabilities:

CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please

Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
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.