PSYC 290 Life Span Psychology 2019 Spring 2
ˇ
Spring 2 2019
ˇ
Tuesday 6-9:30 PM RM 304
ˇ
Robert E. Beneckson, M.S.
ˇ
rbpsych1@gmail.com
Meeting
Times
This course is delivered in a Blended Learning modality. There
will be both online and face-to-face expectations
and assignments throughout this course. Attendance will be taken both online
and face to face. Please review the course agenda below for specific
course expectations.
Note that week 1 begins on ground. After week 1, it is the
expectation that you complete all readings, assignments, and weekly
activities before the next class ground/ face-to-face session.
Please
check your Student Portal for specific class
meeting times, dates, and locations.
Contact
Information
Course
Description
Covers basic concepts and theories of child and adult
development. Study's findings from classic as well as recent studies of
physical growth, brain development, perception, language, cognitive
development, social interaction, emotional, personality, and moral development.
Interplay between an individual's biology with the environment, family, and
culture is discussed. Covers topics in seven major periods of life: prenatal,
infancy, preschool, school-age, adolescence, adulthood, and old age/death.
This
is a 3 credit course.
Course
Learning Outcomes
Course outcomes are comprised of the knowledge, skills, values
and/or behaviors that students should be able to demonstrate upon completion of
the course. Course outcomes map to the Program Learning Outcomes. They must
be assessed in the course to determine if learning outcomes are met. By the end
of this course, students will be able to:
1. Describe
the scientific methodology and typical life span psychology research designs.
2. Discuss
the interaction between nature and nurture and its influence on development
throughout the life span .
3. Discuss
genetics, prenatal development, birth, and the neonate.
4. Discuss
the major developments in the physical, cognitive, and socioemotional domains
throughout the human life span .
5. Discuss
the primary theories of cognitive development, including those of Piaget,
Vygotsky, and the information-processing approach.
6. Explain
the important theoretical issues and distinguish among the major theories in
the study of personality development.
7. Discuss
the major issues of development in adulthood, including marriage and divorce,
parenting, midlife, careers, and retirement.
8. Discuss
the major issues of development in late adulthood, including decline, death,
and grieving.
|
Week |
CLOs |
PLOs |
|
1 |
1, 2, 3, 4, 5, 6 |
1, 2, 5, 6, 7, 8 |
|
2 |
1, 2, 3, 4, 5, 6 |
|
|
3 |
1, 2, 4, 5, 6 |
|
|
4 |
1, 2, 4, 5, 6 |
|
|
5 |
1, 2, 4, 5, 6 |
|
|
6 |
1, 2, 4, 5, 6 |
|
|
7 |
1, 4, 6, 7 |
|
|
8 |
1, 4, 5, 8 |
|
|
9 |
1, 2, 3, 4, 5, 6, 7, 8 |
Program
Learning Outcomes
General Education Program Mission
The General Education program provides students with a
measureable, outcomes-based foundational education that not only integrates
with and complements the chosen academic emphasis, but also transcends the
major discipline. The General Education program prepares students to be
competent and ethical problem solvers. They will be adept at demonstrating
critical reasoning, scientific methodology, multidisciplinary inquiry, and
communication skills that will enable them to make intellectually sound
decisions that will embody a cultivated and deep appreciation for cultural
diversity for the world in which they live.
General Education Program Philosophy
The General Education program prepares students to be
responsible, informed, and ethical citizens, and to develop the dimensions of
character needed to navigate, adapt, and succeed in an ever-changing complex
world. The General Education curriculum challenges students to explore and
analyze the dimensions of the human condition through an intellectually
coherent, meaningful, and transformative foundational education. The General
Education program is designed such that engagement in high-impact learning
experiences, technology, and integrative learning will advance students
knowledge and skills in written and oral communications, critical reasoning,
cultural diversity, scientific reasoning and innovation, quantitative
reasoning, and technological and informational literacy. The achievement of
General Education core competencies affords students the foundation to grow personally,
professionally, and socially, and seek opportunities for lifelong learning.
General Education Program Learning Outcomes
Following completion of the General Education curriculum,
students will be able to:
1. Demonstrate
competent written communication skills.
a. Demonstrate
an understanding of creative, academic, and other professional written
communication.
b. Demonstrate
competence in written English communication through intensive, research-based
practical application of basic and advanced writing principles.
c. Demonstrate
the ability to organize, develop, and present coherent written work that
reflects a strong command of English grammar, sentence mechanics, paragraph
structure, and paper formatting, and be able to employ these competencies
effectively in a range of writing.
2. Employ
effective oral communication skills.
a. Demonstrate
the ability to effectively apply verbal and nonverbal communication in a range
of academic and nonacademic settings.
b. Demonstrate
the ability to analyze and address usages of ethos, pathos, logical fallacies,
audience reception, cultures of communication, language choice, nonverbal cues,
effective listening, and speech delivery.
3. Interpret
quantitative data using mathematical principles to effectively identify core
issues and solve problems.
a. Demonstrate
competence in quantitative reasoning by applying mathematical concepts and
basic quantitative literacy to real-world applications.
b. Demonstrate
the ability to effectively synthesize, analyze, and interpret mathematical data
to draw inferences and connect findings to a range of other disciplines.
4. Illustrate
competence in the biological, physical, and natural sciences.
a. Demonstrate
an understanding of scientific concepts, theories, and principles.
b. Demonstrate
an ability to analyze, interpret, and apply scientific theory and investigative
methodologies through laboratory and practical experiences.
c. Demonstrate
an effective connection of quantitative and critical reasoning to the
biological, physical, and natural sciences.
5. Demonstrate
technological and informational literacy by locating disparate information
through multiple sources.
a. Demonstrate
the effective use of a multidisciplinary and ethical approach to electronic and
print information access, retrieval, analysis, and synthesis of general and
specialized information.
b. Demonstrate
the application of critical and quantitative reasoning skills to determine
reliability and validity of information.
6. Analyze
ideas and make decisions using critical thinking skills.
a. Demonstrate
an understanding of how to differentiate and analyze critical reasoning,
perception, cognitive development, decision making, emotional intelligence,
deductive and inductive reasoning, and formal and informal logic.
b. Demonstrate
an understanding, recognition, and construction of critical reasoning in
relation to written and spoken arguments.
c. Demonstrate
competence in the application of critical reasoning techniques to address
real-world situations and issues.
7. Describe
and interpret diverse perspectives, value systems, histories, cultural
traditions, and artistic expressions.
a. Demonstrate
an understanding and appreciation of the profound interconnectivity of diverse
human behaviors, value systems, societies, cultures, and traditions.
b. Demonstrate
an understanding of the impact of the complexities and interconnections of
society and culture across a variety of historical and contemporary contexts.
c. Demonstrate
the ability to explain how global culture and diversity impact students own
values, ethics, character, and judgment.
8. Articulate
issues and arrive at a defensible conclusion, given a set of ethical dilemmas.
a. Demonstrate
the ability to recognize contexts in which ethical dilemmas arise.
b. Demonstrate
the ability to apply ethical values and principles to discipline-specific and
other real-world situations.
c. Demonstrate
the ability to delineate competing ethical claims in the process of
articulating a values-based, critically reasoned defense
Course
Materials
Visit
the WCU bookstore to purchase any
required materials, including publisher access codes, as needed.
Life-Span
Development
- Author: John Santrock
- Publisher: McGraw-Hill
- Edition: 16th
- Availability: Available
in the WCU bookstore
An Access Code is required in this course. The Required ISBN
is a bundle that includes the Access Code with eBook and the print version of
the book together. Students may choose to just purchase the Optional
ISBNthat is, the stand-alone Access Code with eBookand that will fulfill the
required materials for the course. Directions for accessing the text and online
materials are in the course.
Supplemental
Materials
Supplemental
materials are located in the Blackboard Course under Web Resources.
Evaluation
|
|
|||
|
West Coast University Grading
Scale (Reflective of
final course grade; see associated policy in Catalog) |
Grade |
Points |
WCU Grading Scale |
|
A |
4 |
93100 |
|
|
A- |
3.7 |
9092 |
|
|
B+ |
3.3 |
8789 |
|
|
B |
3.0 |
8386 |
|
|
B- |
2.7 |
8082 |
|
|
C+ |
2.3 |
7679 |
|
|
C |
2.0 |
7375 |
|
|
C- |
1.7 |
7072 |
|
|
D+ |
1.3 |
6669 |
|
|
D |
1.0 |
6365 |
|
|
D- |
0.7 |
6062 |
|
|
F |
0.0 |
59 or below |
|
|
AU |
0.0 |
Audit |
|
|
CR |
0.0 |
Credit |
|
|
P |
0.0 |
Pass |
|
|
NP |
0.0 |
Not Passed |
|
|
I |
0.0 |
Incomplete |
|
|
TC |
0.0 |
Transfer Credit |
|
|
W |
0.0 |
Withdrawal (Before Drop Deadline) |
|
|
WF |
0.0 |
Withdrawal (After Drop Deadline) |
|
|
Note: AU, CR, P,
NP, I, TC, W, and WF are
used on the Academic Record but have no point values and are not computed in
the Cumulative Grade
Point Average (CGPA) A minimum passing grade is required for
each course and varies by
program. Earned grades
below the minimum passing grade reflect that the course has not been successfully
completed. Each academic program has unique prerequisite requirements. Please
see the specific program section for additional information. Students should review the program
specific grading scale in the University Catalog. |
|||
|
Evaluation Criteria The evaluation criteria consists of Formative and Summative assessments
of student learning. |
|
|
|
Formative: Assessment that occurs
throughout the course to provide feedback and support for improved
performance as part of an ongoing learning process. |
|
|
Summative: Assessment that occurs
at the conclusion of the course to determine whether student
learning outcomes have been achieved. |
|
Additional Information: ˇ
All assignments are to be submitted via the
online classroom except where otherwise noted. Email submissions will not be
accepted. Grades and comments on graded items will be posted in the
Blackboard Gradebook, unless otherwise specified. All
assignments submitted for each course must be created for that particular
course. Any assignment (a paper or presentation) submitted for credit in one
course may not be duplicated and submitted for credit in any other course
unless approved by the faculty or noted in the syllabus. ˇ Please review all rubrics in the course for assignment grading criteria, found under the My Grades tab. ˇ It is important that you save all of your completed assignments for your records. ˇ
Please ensure that you have saved copies of
all your work on a drive such as Dropbox or a personal hard drive as you may
be asked to recall these assignments as you near the end of your program. |
Criteria
|
Types
of evaluations and related weights |
|||
|
Assignment |
Weight / Points |
Week Due |
Details |
|
Formative |
|||
|
Weekly Discussions |
20 pts each/140 pts total |
28 |
Complete your prompts each week as
directed by your instructor. |
|
Research Paper Discussions |
15 pts each/30 pts total |
2, 6 |
Online submission of Research Paper
process submitted to the Discussion Board area. ˇ
Week 2: Topic and Thesis Statement ˇ Week 4: Annotated Bibliography (Optional) ˇ Week 6: Sentence Outline |
|
In-Class Assignments |
Journals 160 points Longitudinal Study Paper 120 points |
28 |
Your instructor will give you details
regarding the in-class assignments. |
|
Learnsmart Chapters 120 |
11 pts each/220 pts total |
28 |
Online
assignments submitted in Blackboard assignment area. |
|
Research Paper Draft |
30 |
7 |
Draft
of Research paper. |
|
Summative |
|||
|
Midterm Exam |
100 |
5 |
Proctored
in-class examination |
|
Signature Assignment |
100 |
8 |
Signature
assignment is required. Submit in the assignment section of your
Blackboard classroom. |
|
Final Exam |
100 |
9 |
Proctored
in-class examination |
|
Total |
1000 |
||
Course
and Program Specific Policies
Attendance Policy for Blended Courses
Blended delivery courses require in-class and online attendance.
Students are subject to the Attendance Policy for each and both are described
in the University catalog (http://westcoastuniversity.edu/admissions/catalog.html).
In-class attendance is determined by a weekly signed roster and presence in a
registered course. Online attendance is determined by weekly gradable academic
activities as noted in the syllabus.
Discussion Board Details for Blended Courses
The Discussion Board is an online academically related
activity designed to stimulate class dialog with and between classmates and the
instructor. If/when a blended course has a gradable online Discussion Board
forum in any week, the following criteria pertain to the associated grading and
attendance.
1. Grading: As
directed by the instructor, students are expected to submit well-developed
posts. A well-developed post is meaningful, shows relevance to the topic, and
reflects knowledge of the material. Well-developed posts demonstrate synthesis
of the subject matter, extend the discussion by building on previous posts, and
include proper source citations, when applicable. Posted content will be
assessed using a rubric found under the My Grades menu item in Blackboard.
Please see the syllabus course agenda and Blackboard course for specific posting
requirements. There is a 10% grade deduction for late Discussion Board forum
postings.
2. Attendance: Online
attendance for a gradable Discussion Board forum post requires that the post
must be completed during the assigned week. Activity that is posted in advance
of or after the assigned week will not count toward weekly online attendance.
Online attendance also requires substantive interaction in Discussion Board
forum as outlined in the University catalog (http://westcoastuniversity.edu/admissions/catalog.html).
Posts limited to "I agree," "Great posting," or "Thank
you" will not count toward weekly online attendance.
Minimum
Passing Grade
The
Minimum Passing Grade in a General Education course is a C.
Late
and Make Up Work
Assignments and Activities (written papers, journals, blogs,
projects or similar, both in class or online):
ˇ
Students may be allowed to make up assignments and work missed
as a result of absences with penalty. Assignments submitted after the
established due date will be penalized at 10%
per day. Late assignments will not be accepted more than 3
days after the due date unless preapproval from the instructor has been
obtained in writing. Be sure to contact the instructor if you believe you must
submit an assignment after the due date. Approvals outside the 3 days are
generally provided for extenuating circumstances only.
Quizzes and Tests*
It is the students responsibility to contact the faculty member
within 48 hours of the original examination date of a quiz or test and follow
the program policies for missed work. Students will not be allowed access to a
quiz or test after the due date. Students may be able to complete a make-up
quiz, test, or alternative assignment based on instructor discretion. Students
who do not contact the faculty within 48 hours of the original examination date
will earn a zero.
Examinations (Midterm and Final Examinations, Proctored
Examinations, Proctored Assessments, or similar)*
Students are required to be present for all examinations. If the
student must miss an examination due to a compelling reason**, the student must
complete and submit the Examination Date Change Request form with the required
supporting documentation for the event to the faculty member for that course.
The documentation must be submitted at least three (3) weeks in advance of the
examination. The faculty member will review and sign the request before
submitting the documentation to the Dean, Chair, or designee for approval or
denial of the request. The documentation must be submitted at the time of the
request, and the decision based on the original request is final.
Extenuating Circumstances
An extenuating circumstance is defined as an absence that is due
to an unforeseeable circumstance and not a compelling reason or scheduled
event. The student must notify the faculty member of the course within 48 hours
before or after the date and time of the examination. The Dean, Chair, or
designee will make a determination regarding student eligibility to take an
alternate form of make-up examination. If the student is able to demonstrate
extenuating circumstances (such as the inclusion of healthcare provider
documentation, a copy of obituary notice or death certificate, or a copy of
police report for automobile accidents), the Dean, Chair, or designee may
permit an alternate form of a make-up examination. The student may earn up to
100% on this make-up examination based on the review of the supporting
documentation of the extenuating circumstances.
ˇ
The make-up examination must be taken within five (5) business
days of the initial examination administration or before the date of the next
class.
ˇ
The make-up examination may not be the same examination but may
be an alternative format such as an essay examination.
ˇ
The student must take the make-up examination in a proctored
environment.
ˇ
If the student is not able to provide acceptable documentation
for either a compelling reason or an extenuating circumstance, the maximum score
that the student may earn on the examination is 76%.
ˇ
Students who do not take the examination on the scheduled
make-up date or who do not contact the instructor within 48 hours of missing
the examination will receive a zero score for the examination.
ˇ
One form is required for each request. Any future make-up
requests require a new form.
ˇ
Receiving the maximum amount of points on a make-up examination
will be considered only for students who provide documentation of a compelling
reason** for missing the examination or if an extenuating circumstance occurs
and is supported by documentation. This does not apply for students who miss
their regularly scheduled examinations due to student choice or error (e.g.,
oversleeping). The final determination for approval of a make-up examination is
at the discretion the Academic Dean, Chair, or designee.
*Course curriculum varies from course to course. Not all courses
have quizzes, tests, or examinations. It is your responsibility to review each
syllabus for assignment criteria.
** A compelling reason is defined as planned events or
discretionary participation in activities such as weddings or required travel.
|
|
No work is accepted after the last scheduled
in class meeting. |
Institutional
Policies
University Mission
At West Coast University, we embrace a student-centric learning partnership
that leads to professional success. We deliver transformational education
within a culture of integrity and personal accountability. We design
market-responsive programs through collaboration between faculty and industry
professionals. We continuously pursue more effective and innovative ways
through which students develop the competencies and confidence required in a
complex and changing world.
Institutional Learning Outcomes
Institutional learning outcomes are designed by the University as a whole,
taking into account the role that both instruction and student services play in
contributing to a students success. Institutional learning outcomes assume
achievement of the stated programmatic learning outcomes of ones discipline.
Upon graduating from a degree program offered by West Coast University,
students will be able to:
1. Implement intellectual
and practical problem-solving skills through information assessment and
critical thinking.
2. Demonstrate
effective written communication skills.
3. Demonstrate
effective oral communication skills.
4. Demonstrate
computer proficiency and information literacy.
5. Describe
ethical standards and legal guidelines associated with ones chosen career
field.
6. Explain
why knowledge of and respect for the societal contributions of diverse cultures
and perspectives is an important quality in ones discipline.
7. Articulate
the importance of working collaboratively with other healthcare providers in
support of the client/patient.
Academic Integrity and Dishonesty
Students should review the Academic Dishonesty Policy in the University Student Handbook. Students are
expected to approach their academic endeavors with the highest academic
integrity. They must cite sources and submit original work. Academic honesty is
central to the institution/student partnership toward student success. Students
are accountable for adhering to the Academic Integrity and Academic Dishonesty
policies in the University Student Handbook.
Attendance Policy
West Coast University has a clear requirement for students to attend courses.
Students should review the Attendance Policy in the University
Catalog.
Reasonable Accommodations
West Coast University strives to provide reasonable accommodations to students
who have a defined need and who follow the appropriate steps toward seeking the
accommodation. The Reasonable Accommodations Policy is found in the University
Catalog and the Student Handbook.
Classroom Policies
Students are expected to dress professionally during class time as required by
the Code of Conduct in the Catalog and any rules in your programmatic handbook.
No children are allowed in classes or to be unattended on campus. Use of cell
phones, smart phones, or any other electronic devices in the classroom during
class time is strictly prohibited. Unauthorized use may lead to faculty member
confiscation of the device for the remainder of the class. Behavior that
persistently or grossly interferes with classroom activities is considered
disruptive behavior and may be subject to disciplinary action. A student
responsible for disruptive behavior may be required to leave the class.
Grade Rounding
At West Coast University, scores are not rounded to the whole number until the
end of the term. All student assignments, quizzes, and examinations will be
rounded to the first decimal point. At the end of the terms, final course
grades will be rounded to the nearest whole point. For programs that use the
exam average to determine whether other course assignments are included in the
final scoring (e.g., Nursing), the end-of-term exam average may be rounded
(using the above rules) to make that determination.
WCU Quiz, Test, and Exam Policies
Quiz, test, and exam policies vary by course objectives and
programmatic expectations. Some quizzes, tests, and exams utilize a timed
approach, password verification, authentication process, proctoring
protocols, and academic integrity software. Students must follow the
policies as outlined in the syllabus and in accordance with the university,
program, and any third-party company (i.e., ATIŽ) policies. Refer to the
Code of Conduct and Academic Honor Code found in the University Student
Handbook. Reference the Late and Make-Up Work policy for specifics regarding
missed quizzes, tests, and exams.
Late and Make-Up Work Policy
All students are expected to submit evidence of learning as
established by the academic program, which is outlined in the course syllabus.
Students are required to meet the course objectives by submitting coursework no
later than the assigned due date. In order to demonstrate achievement of
the course learning outcomes, students may be allowed to submit late work.
Specifics regarding late work are listed in the program and/or course section
of the course syllabus. If a student submits late coursework, the
instructor, at her or his discretion, may deny acceptance of the
assignment or award partial to full credit in alignment with the program
policies. Technological issues are not an excuse for late submissions unless
the problem stems from university equipment, Blackboard outages, or third-party
content providers.
Missed Quizzes, Tests, and Exams
All quizzes, tests, and exams must be completed by the date they
are assigned. If a quiz, test, or exam is missed due to a documented emergency
situation (e.g., death in the immediate family), it is the students
responsibility to contact the faculty member within 48 hours of the original
due date and follow the program policies for missed work. Students who do not
make up the quiz, test, or assessment as scheduled or who do not contact the
instructor within 48 hours will receive a zero score for that assessment.
Technology
West Coast University utilizes the Blackboard Learning
Management System. Technical support for Blackboard is offered 24 hours per
day, 7 days per week. There are minimum system requirements to access not only
Blackboard but also any resources that may be posted in Blackboard or utilized
in a course. Please refer to the University Student Handbook. for minimum
technical requirements. For tech support options, please click on the Support
tab located at the top of your Blackboard home page. Blackboard can be accessed
here: www.learn.westcoastuniversity.edu
Library Information
You can access the library through the Library tab at the top of your
Blackboard home page or here: https://westcoastuniversity.edu/academics/library-resources.html
Course
Related Policies
West Coast University has specific course related policies for overload,
auditing, repeats, courses passed but not successfully completed, add/drop and
withdrawal. Please see the University
Catalog for course related policies.
Course Agenda
Online activities: completed prior to the in
class session
In-Class activities: completed during the
in-class session.
|
Weekly activities |
||
|
Week |
Online Activities |
In-class
Activities |
|
1 Introduction to Life Span
Psychology |
|
Welcome ˇ
Introductions ˇ
Syllabus Review ˇ
Course and Blended
Expectations ˇ
McGraw-Hill
Review/Overview Teach Back Study Skills ˇ
Introduction to
Life Span Psychology Chapter 1 Discussion of Journal Assignment Discussion of Longitudinal Study Paper http://vorlon1.com/Kids1.zip Looking Ahead ˇ
Prenatal
development and Bio beginnings overview ˇ
Signature
Assignment Expectations |
|
2 Biological Beginnings and Prenatal
Development |
LearnSmart/McGraw Hill Smartbook ˇ
Introduction ˇ
Chapters 1, 2, 3 Discussion Board ˇ
Infant
Emotional Stress ˇ
Research
Paper: Submit topic for approval ˇ
Instructor Blog ˇ
Nurture vs. Nature Media Gallery ˇ
Introduction:
Welcome to PSYC 290: LIfe Span Psychology ˇ
Introduction: Life
Span Development Introduction (Podcast) ˇ
Newborn Development Web Resources ˇ
Association for
Psychological Science (APS) ˇ
APA Main Page ˇ
Future of Children ˇ
APA Behavioral Genetics ˇ
The Endowment for
Human Development ˇ
The Secret Life of
the Brain (PBS) ˇ
Approaches to
Psychology: Nature/Nurture Perspective |
Teach Back (Review and Discussion) ˇ
Getting Started
with Connect ˇ
Chapters 1, 2, 3 Journal 1 Due Looking Ahead ˇ
Infancy |
|
3 Infant Development |
LearnSmart/McGraw Hill Smartbook ˇ
Chapters 4, 5, 6 Discussion Board ˇ
The
Development Debate on Gender Identification Instructor Blog Media Gallery ˇ
Introduction:
Infant Development ˇ
Introduction:
Infant Development (Podcast) ˇ
Infant Physical
Development ˇ
Infant Development:
Physical, Brain, Motor ˇ
Attachment Theory
Across Generations (John Bowlby) Web Resources ˇ
Zero to Three ˇ
Life Span
Development Timeline (Embedded Flash) ˇ
Developmental
Psychology Videos: The Linguistic Genius of Babies ˇ
National Literacy
Trust: Talk to Your Baby Conference |
Teach Back (Review and Discussion) ˇ
Chapters 4,
5, 6 Journals Due Looking Ahead ˇ
Early,
Middle, and Late Childhood |
|
4 Early Childhood |
LearnSmart/McGraw Hill Smartbook ˇ
Chapters
7, 8 ˇ
Share
your resources in the board. ˇ
Respond
to feedback and questions by peers and your teacher Discussion Board ˇ
Language
Learning ˇ
Research
Paper: Annotated Bibliography (Optional) ˇ
Instructor Blog Media Gallery ˇ
Introduction: Early
Childhood ˇ
Introduction: Early
Childhood (Podcast) ˇ
Early Childhood
Physical, Cognitive, and Socioemotional Development ˇ
Out of the Mouths
of Babes ˇ
Piaget's Stages of
Development (YouTubeVideo) Web Resources ˇ
Child Nutrition
(Medline Plus) ˇ
Speech and Language
Developmental Milestones ˇ
SLPath Website ˇ
UC Davis MIND
Institute ˇ
Learn More About
Steven Pinker's Work ˇ
National
Association of School Psychologists ˇ
Educators' Guide to
Learning Disabilities and ADHD ˇ
Peer Relations in
Middle Childhood ˇ
CHADD (National
Resource on ADHD) |
Teach Back (Review and Discussion) ˇ
Chapters 7, 8 Journals Due Looking Ahead ˇ
Midterm Review ˇ
Adolescence |
|
5 Middle and Late Childhood |
LearnSmart/McGraw Hill LearnSmart ˇ
Chapters 9, 10 Discussion Board ˇ
Milestones:
Navigating Late Childhood to Adolescence Instructor Blog Media Gallery ˇ
Introduction:
Middle and Late Childhood ˇ
Introduction:
Middle and Late Childhood (Podcast) ˇ
Cognitive
Development in Early Adulthood (video) ˇ
Middle and Late
Childhood Development ˇ
Lila: Eight to
Thirteen Web Resources ˇ
The Resiliency Game
(Harvard) |
Teach Back (Review and Discussion) ˇ
Chapters 9,
10 Assignment ˇ
Midterm Exam
Review Journals Due Looking Ahead ˇ
Early
and Middle Adulthood |
|
6 Adolescence |
LearnSmart/McGraw Hill Smartbook ˇ
Chapters 11,
12 Discussion Boards ˇ
Technology
and Love: Is it a Match? ˇ
Outline
for Signature Assignment Media Gallery ˇ
Introduction:
Adolescence ˇ
Introduction:
Adolescence (Podcast) ˇ
Adolescent
Physical, Cognitive, and Socioemotional Development ˇ
Origins of
Pleasure: Paul Bloom (YouTube TedTalk) ˇ
Why Does it Take So Long to Grow Up Today? (Jeffrey Jensen Arnett TedxTalk) Web Resources ˇ
Adolescent Brains
Are Works in Progress (Frontline) ˇ
So How Many
Millennials Are There in the US, Anyway? ˇ
How 18 Became 26:
The Changing Concept Of Adulthood (Word doc) ˇ
Results from the
2013 National Survey on Drug Use and Health: Summary of National Findings |
Teach Back (Review and Discussion) ˇ
Midterm Exam ˇ
Chapters 11, 12 Journals Due Looking Ahead ˇ
Late Adulthood |
|
7 Early and Middle Adulthood |
LearnSmart/McGraw Hill Smartbook ˇ
Chapters 13,
14, 15, 16 Assignment ˇ
Draft
of Signature Assignment Discussion Board ˇ
Life
Expectancy: What Does It Take to Live a Long Life? Instructor Blog Media Gallery ˇ
Introduction: Early
(Emerging) Adulthood ˇ
Introduction: Early
(Emerging) Adulthood (Podcast) ˇ
Introduction:
Middle Adulthood ˇ
Introduction:
Middle Adulthood (Podcast) ˇ
Early (Emerging)
Adulthood Psychology ˇ
Middle Adulthood
Physical, Cognitive, and Socioemotional Development ˇ
Cognitive
Development in Early Adulthood (video) ˇ
The Best Time of My
Life: Portraits of Women in Midlife (Library Link) ˇ
Why Do People Fall
In and Out of Love? (Library Video) ˇ
The Best Time of My
Life: Portraits of Women in Midlife ˇ
Steven Pinker
Speaks at Google (YouTube video) ˇ
Why Does it Take So Long to Grow Up Today? (Jeffrey Jensen Arnett TedxTalk Web Resources ˇ
Emerging adults:
The in-between age (APA article) ˇ
Young Adult
Development: What the Research Tells Us (PDF file of PPT Presentation) |
Teach Back (Review and Discussion) ˇ
Chapters 13,
14, 15, 16 Journals Due Looking Ahead ˇ
Death
and Dying |
|
8 Late Adulthood, End-of-Life |
LearnSmart/McGraw Hill Smartbook ˇ
Chapter 17, 18, 19,
20 Discussion Board ˇ
Coping
with Loss Instructor Blog Assignment ˇ
Signature
Assignment Due: Submit Research Paper Media Gallery ˇ
Introduction: Late
Adulthood ˇ
Introduction: Late
Adulthood (Podcast) ˇ
Introduction: Death,Dying, and Grieving ˇ
Introduction:
Death, Dying, and Grieving (Podcast) ˇ
Late Adulthood ˇ
In Their Own Words:
Integrity and Despair in Late Adulthood ˇ
Death and Dying in
Late Adulthood (video) ˇ
Death, Dying, and
Grieving Web Resources ˇ
Healthy Aging for
Older Adults (CDC) ˇ
Gerontology Society
of America ˇ
Alzheimer's and the
Nun Study (.pdf file) ˇ
Researchers Replace
Midlife Myths with Facts (APA article) ˇ
North American
Menopause Society ˇ
The Cognitive Aging
Laboratory |
Teach Back (Review and Discussion) ˇ
Chapter 17, 18, 19,
20 Journals Due ˇ
Signature
Assignment Due |
|
9 Review |
LearnSmart/McGraw Hill Smartbook ˇ
Review text for
final exam Discussion Board Instructor Blog Media Gallery ˇ
Introduction:
Death, Dying, and Grieving ˇ
Introduction:
Death, Dying, and Grieving (Podcast) ˇ
Death and Dying in
Late Adulthood (Video) ˇ
Death, Dying, and
Grieving Web Resources ˇ
American Hospice
Foundation ˇ
Assisted Suicide
Laws ˇ
Bereavement
(Medline Plus) ˇ
DSM-5 Main Page
(APA) ˇ
Association for
Death Education and Counseling |
Teach Back (Review and Discussion) Journals Due Longitudinal Study Paper Due ˇ
Course Review
Assignment |
|
10 Final Exam |
LearnSmart/McGraw Hill Smartbook ˇ
Review text for
final exam |
Final Exam |
Guidelines for the
Assignments:
Lifespan Psychology, PSYCH 290
Guidelines for the Journal Assignment
The study of psychology is based on the observation of human behavior, mental processes, and growth and development. Because this is a study of human beings, rather than an abstract science like some aspects of mathematics or quantum physics, it should be possible for the student to apply the knowledge gained from psychology to real events in their lives: to themselves and other people they come in contact with. These journals provide the student the opportunity to apply the material studied to themselves in a practical and useful way which is intended to help the student gain insight in a manner that is helpful to them in an applied, meaningful way.
Each student will write a minimum of five journals applying the material from the text to aspects of their life as they see fit. The journal will be typed, double spaced in a 12 pt. font. The paper should be two pages in length. Further explanations of this assignment will be provided in class.
Guidelines for the Longitudinal Life-Span Analysis Paper Assignment:
In 1964, Michael Apted, a British film maker, embarked on a project that continues to this day. He filmed a group of British seven-year old children and interviewed them in depth about their
lives, aspirations, and futures. Every seven years he has met with and re-interviewed those children. The most recent film, made in 2012, found the children at age fifty-six. We will be viewing these films which are essentially a longitudinal study of human development. We will see the same children at age seven, fourteen, twenty-one, twenty-eight, thirty-five, forty-two, forty-nine, and at age fifty-six.
Your assignment is to pick one of the children to focus on and write an in depth analysis of their life using your knowledge gained from our study of human development in this course. Your job is to apply the material we will be studying to the real lives of your chosen child. As you follow them through life you will use your knowledge of human development and document the growth of your chosen subject. Areas of development that can be addressed are physical development, social development, emotional development, intellectual and psychological development, career development, family relationships¸ values, and moral development.
This paper should be at least four pages.
Guidelines for the
Signature Assignment:
PSYC 290 Signature
Assignment:
Research Paper The Signature Assignment assesses the following General Education Program Learning Outcomes (PLOs) 1. Demonstrate competent written communication skills. 2. Demonstrate technological and informational literacy by locating disparate information through multiple sources. Because the development of informational literacy and effective writing skills are key learning outcomes of the General Education Program (see #1 and #5 above), each student will select a research topic from one of the textbook chapters and write a scholarly, 4-5 page paper (not including the required cover page or references pages). Students should select a specific topic from the course that may be framed in the form of a question. The student then researches the topic from a minimum of 3 authoritative literature sources in seeking to answer the topic question. (The text is not considered an appropriate literature resource for your paper.) The paper is written to report on that research and offer answer(s) to the original question. Upload your paper to Blackboard by the 8th week class meeting. The papers will be returned to the Blackboard Gradebook as an attachment. Points are deducted for any paper written in less than 4 full pages. 5 pages are sufficient, not more.
Points will be
deducted for:
ˇ Disorganized, excessively wordy papers ˇ The use of improper grammar and/or syntax ˇ Misspelled words ˇ Failure to use the WCU standard, APA format exactly as prescribed by the APA ˇ Sourced material that is not properly cited Points will be added for: ˇ Concise, organized papers that clearly and effectively make their major points Papers will receive no credit for: ˇ A similarity index in excess of 25% (All papers are automatically submitted to evaluate originality.) ˇ Plagiarized work (in addition, the student will be referred to the WCU Conduct Committee) Do Not: ˇ Email your paper (Any paper not uploaded to Blackboard will receive no credit.) ˇ Do Submit a printed copy in class (Any paper not uploaded to Blackboard will receive no credit.) The following suggestions are emphasized: ˇ Begin your work early (certainly no later than the 4th week of the term). Procrastination and hurriedly researching a question to write a paper in the final days before the due date results in little learning and usually produces poor results. ˇ Do write an initial first draft and spend an equal amount of time editing that first effort. Do not submit a first draft. ˇ Be sure to use spell-checking and grammar checking software. ˇ Be sure to proof-read your work. Have others proof-read your work. ˇ Be sure to follow all aspects of the APA format including a cover page, abstract, bibliography, page numbers and running headers on each page.
