Developmental Psychology Syllabus
Developmental Psychology Syllabus PSYC 2890
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This 9 page Class Notes was uploaded by Shaelyn Voss on Wednesday September 28, 2016. The Class Notes belongs to PSYC 2890 at Central Community College taught by Emily Mach in Fall 2016. Since its upload, it has received 9 views. For similar materials see Developmental Psychology in Psychology at Central Community College.
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Date Created: 09/28/16
Central Community College PSYC 2890 Developmental Psychology Syllabus Instructor and Class Information Instructor Name Emily Mach Email email@example.com Phone 402-562-1480 Office Location Lower Resource Center 582 Instructor Office Fall Office Hours: Hours MW 1:00-2:30 T/Th 10:30 A.M.-12:00 P.M. F 10:00-11:00 A.M Spring Office Hours: MW: 12:30-2:00 P.M. Thursdays: 2-3PM Students can set up an appointment if these times do not work via firstname.lastname@example.org or phone 402-562-1480 Instructor Information Central Community College 4500 63rd Street PO Box 1027 Columbus, NE 68602-1027 1.877.222.0780 ext. 1480 Start Date 8/22/2016 End Date 12/16/2016 Course Website https://webcentral.cccneb.edu Course Information Course Description Traditional and current research in lifespan development from conception to death. (45/0/0/0) Syllabus - Page 1 of 9 Sunday, August 7, 2016 5:36 PM Total Credits 3.00 Total Hours 45.00 Purpose/Goals To develop a general understanding of normal human development form conception to death. Target Population This course is intended to be used by the Nursing, Human Services, Child Care and General Education transfer. Textbooks For textbook information please go to: WebCentral > Select term > Click on class name > Click the textbook information link for details Grading Information Course Grading Information 90-100 A 87-89 B+ 80-86 B 77-79 C+ 70-76 C 67-69 D+ 60-66 D ≤59 F Instructor Grading Information COURSE REQUIREMENTS A. Assessment There will be 4 tests throughout the semester that will cover the material from the reading assignments and lectures. Each test will consist of some combination of: multiple choice, short-answer, true-false, fill in the blanks, matching, and essay questions. One test will be of a different format and will be announced later in the semester. Make-up tests: Missing an exam is NOT permitted unless there is an emergency situation that is documented. If a student must miss a class period in which an exam is scheduled, that student must notify me prior to the test. I realize that from time to time life delivers unexpected surprises which are beyond our control. Thus, reasonable accommodations will be made for truly extenuating circumstances. Make-up exams must be made up within the following week of the test. Make-up exams generally contain mostly short-answer and essay questions. B. In-class assignments and Participation 1. Throughout the semester there will be in-class assignments, discussion, homework assignments pertaining to the topics discussed in class. You may earn up to 100 points for participating in these activities. If you miss more than 4 class periods you will lose points. Syllabus - Page 2 of 9 Sunday, August 7, 2016 5:36 PM 2. The assignments will consist of an essay response on topics from recent lectures, in class activities on development, or gathering research on a specific topic. Some assignments will be turned in in class and others on Moodle. 3. You must be in class to get credit for these assignments. There will be no make-up assignments. C. Research Project 1. All students are required to complete and submit an APA style (American Psychological Association) research paper. The paper must be at least 6 double-spaced typed pages and also include a title page and a reference page. At least four sources must be used. Your textbook may be used as an additional reference. 2. The topic will be from the research project guidelines (see handout) 3. Quoted material must begin and end with quotation marks then cite the source in parenthesis, immediately after the quotation marks. For example: “The placebo effect disappeared when behaviors were studied in this manner.” (Smith, 2010, p.276) 4. When citing sources in the body of the paper, use the author-date method. For example: Smith (2010) compared reaction times Or In a recent study of reaction times…(Smith, 2010). 5. Your reference list should contain any outside sources used to prepare your report. The entries should be arranged in alphabetical order by the surname of the first author. Attached are examples of references extracted from the APA publication manual. You are to use this format when listing references. 6. Do NOT use Wikipedia as reference material. The college databases should be used for research articles. 7. Your research project is to be turned in to Turnitin Assignments to be graded. VI. FINAL GRADING A. This course consists of 4 exams worth 100 points each, participation and assignment points worth 100 points, and a research paper worth 100 points. B. Final grades will be calculated based on the possible 600 points. PREPARING FOR CLASS Students frequently underestimate the depth and breadth of the material covered in this course, or the time it will take to be successful. Other students may not have learned effective study skills. Studying is not the same as reading. It is an active and involved process, not a passive one. Here are some steps that will help you succeed in this course: ·Read the assigned material before coming to class. You may not remember or understand it all the first time through, but you will be in a much better position to ask informed questions in class, and everything we do in class will make a lot more sense. ·Take notes in class. Don’t just copy down what’s on the screen, as that is only a smallportion of what we actually discuss. Instead, you need to focus on what I’m saying to pullout other important details—supporting Syllabus - Page 3 of 9 Sunday, August 7, 2016 5:36 PM details, examples, clarifications, etc. · After class, review your notes and the book. No matter how well you understood it the first time you heard it, repetition is key, and cramming never works. · Make sure you plan your time! You’ll need about 4 hours per week in addition to classroom time, if you hope to be successful. These should be times when you are awake, alert, and free of distractions (e.g., phone, TV, kids). The instructor reserves he right to deduct points for late assignments and deny access to tests/quizzes insufficient reasons. Examples of sufficient reasons include: a note from a doctor, police, lawyer, court official and are subject to instructor discretion. The only case where an internet issues or computer glitch is acceptable as a reason for late work is when it is a problem on the college's side. Please plan ahead. The most popular time for Zebras to drink coffee is midnight (this information is placed to see if you are reading the syllabus, you will see an extra credit question pertaining to this statement sometime in the semester) Course Competencies 1. Conduct research within the field of developmental psychology Learning Objectives 1.a. Choose appropriate resources for your research 1.b. Use appropriate resources to complete the written assignments 1.c. Choose the topic you will use for your research 1.d. Apply components of APA style 1.e. Write an outline of your research Criteria Performance will meet expectations when the student: 1.1. Receives a passing grade on the written products. 1.2. Illustrates the correct use of APA style 1.3. Selects appropriate resources for written assignments 2. Summarize the life-span developmental perspective Learning Objectives 2.a. Explain the difference between quantitative and qualitative changes in development 2.b. Summarize the key features of a life-span developmental approach such as multidirectionality, plasticity, history and context, and multiple causation 2.c. Describe the relationship between personality and psychosocial development Syllabus - Page 4 of 9 Sunday, August 7, 2016 5:36 PM 2.d. Explain the main characteristics, advantages and disadvantages of the major research methods such as self-report measures, behavioral measures and observations methods 2.e. Compare and contrast the five major perspectives on human development in terms of basic beliefs, techniques, and causal emphasis 2.f. Describe the four stages of cognitive development as identified by Piaget 2.g. Summarize the five stages of psychosexual development with the eight stages of psychosocial development 2.h. Compare the information-process approach with the Piagetian stages of cognition Criteria Performance will meet expectations when the student: 2.1. Receives a passing grade on the written objective test. 2.2. Evaluates the five major perspectives on human development in terms of basic beliefs, techniques, and causal emphasis 2.3. Outlines the key features of a life-span developmental approach such as multi-directionality, plasticity, history and context, and multiple causation 2.4. Explains the relationship between personality and psychosocial development 3. Summarize the process of conception Learning Objectives 3.a. Explain the process by which a zygote is created 3.b. Assess the difference between dominant and recessive inheritance 3.c. Describe five maternal illnesses that may produce birth defects 3.d. Summarize the outstanding developments of the three stages of prenatal development 3.e. Describe the purpose of genetic counseling 3.f. Evaluate maternal risks related to harmful effects in their offspring 3.g. Summarize what can be learned about a fetus through ultrasounds, amniocentesis, and chorionic villus sampling Criteria Performance will meet expectations when the student: 3.1. Receives a passing grade on the written objective test. 3.2. Compares the difference between dominant and recessive inheritance 3.3. Illustrates what can be learned about a fetus through ultrasounds, amniocentesis, and chorionic villus sampling 3.4. Explains the birth-related complications experienced by older pregnant women 4. Explain the stage of infancy from the socio-emotional, physical, and cognitive perspectives Learning Objectives 4.a. Describe the outstanding features of each stage of childbirth 4.b. Summarize the methods of delivery 4.c. Describe the tests used to evaluate infants 4.d. Summarize the contributing factors to low birth weight babies 4.e. Explain the consequences of low birth weight 4.f. Describe the main four causes of infant mortality in the United States 4.g. Summarize the average physical growth during the first three years after birth 4.h. Describe sensory development in the first three years regarding touch, taste, smell, hearing and vision 4.i. Explain the role of genetics and environment in growth and development Criteria Performance will meet expectations when the student: 4.1. Receives a passing grade on the written objective test. 4.2. Outlines the average size, weight, and physical features of a neonate 4.3. Compares the tests used to evaluate infants 4.4. Explains the contributing factors to low birth weight babies 4.5. Summarizes the main four causes of infant mortality in the United States 5. Interpret the information concerning the early childhood stage, from the socio-emotional, Syllabus - Page 5 of 9 Sunday, August 7, 2016 5:36 PM physical, and cognitive perspectives Learning Objectives 5.a. Summarize the typical physical development noted in early childhood 5.b. Explain advances in fine and gross motor skills in early childhood 5.c. Describe sleep problems in early childhood 5.d. Summarize the accomplishments of the preoperational stage of development 5.e. Explain the concept of theory of mind 5.f. Describe language development in early childhood 5.g. Evaluate the qualities of a good preschool Criteria Performance will meet expectations when the student: 5.1. Receives a passing grade on the written objective test. 5.2. Evaluates advances in fine and gross motor skills in early childhood 5.3. Considers factors related to language development in early childhood 5.4. Summarizes sleep problems in early childhood 6. Summarize the information concerning middle childhood, from the socio-emotional, physical, and cognitive perspectives Learning Objectives 6.a. Summarize the typical growth patterns of boys and girls in middle childhood. 6.b. Explain two possible causes of childhood obesity. 6.c. Describes acute and chronic medical conditions. 6.d. Describe three steps in memory and name four of the most common mnemonic aids. 6.e. Summarize improvements in language skills during middle childhood. 6.f. Explain common learning disabilities. 6.g. Summarize Erikson’s stage of Industry v. Inferiority 6.h. Inteerpret how parent-child relationships change in middle childhood. 6.i. Describe the impact of family structure on children’s development. Criteria Performance will meet expectations when the student: 6.1. Receives a passing grade on the written objective test. 6.2. Differentiates the typical growth patterns of boys and girls in middle childhood 6.3. Explains three steps in memory and four of the most common mnemonic aids. 6.4. Illustrates Erikson’s stage of Industry v. Inferiority 7. Evaluate the information concerning adolescence, from the socio-emotional, physical, and cognitive perspectives Learning Objectives 7.a. Explain the adolescent growth spurt in boys and girls. 7.b. Evaluate the nutritional needs and problems of adolescence. 7.c. Summarize Piaget’s stage of formal operations. 7.d. Describe moral development, according to Kohlberg and Gilligan. 7.e. Explain how peer relationships influence friendship, love, and sexuality in adolescence. 7.f. Describe Erikson’s stage of Identity v. Identity Confusion. 7.g. Summarize how the relationship between children and parents change during adolescence. Criteria Performance will meet expectations when the student: 7.1. Receives a passing grade on the written objective test. 7.2. Compares factors associated with the adolescent growth spurt. 7.3. Assesses the nutritional needs and problems of adolescence. 7.4. Evaluates how higher education and work affect cognitive development 8. Evaluate early adulthood, including the socio-emotional, physical, and cognitive perspectives Learning Objectives Syllabus - Page 6 of 9 Sunday, August 7, 2016 5:36 PM 8.a. Explain how lifestyle, behavior, and other factors affect present and future health and well-being. 8.b. Describe moral development, according to Kohlberg and Gilligan. 8.c. Evaluate how higher education and work affect cognitive development. 8.d. Assess the influence of age on work performance and attitudes toward work. 8.e. Compare and contrast the major theoretical views of adult personality development. 8.f. Summarize recent trends in marital and non-marital life styles. 8.g. Describe Erikson’s stage of Intimacy v. Isolation. Criteria Criteria - Performance will be satisfactory when: 8.1. Receives a passing grade on the written objective test. 8.2. Explains how lifestyle, behavior, and other factors affect present and future health and well-being. 8.3. Assesses how higher education and work affect cognitive development 8.4. Evaluates the major theoretical views of adult personality development 9. Examine middle and late adulthood, including the socio-emotional, physical, and cognitive perspectives Learning Objectives 9.a. Describe the physical changes that take place in middle adulthood and discuss their psychological impact. 9.b. Summarize how women’s risk of heart disease and osteoporosis increases after menopause 9.c. Compare two kinds of theories of biological aging, their implications and supporting evidence. 9.d. Describe the health status of older adults, and identify several common chronic conditions in late life. 9.e. Evaluate forms of dementia. 9.f. Describe Erikson’s stage of Generativity v. Stagnation. 9.g. Summarize the parent-child relationships in midlife as children approach and reach adulthood. 9.h. Describe the issues regarding work and retirement that confront older adults. 9.i. Explain how personal relationships change in old age and discuss their effect on well-being. 9.j. Summarize the changes in friendships and family relationships in late adulthood. 9.k. Describe Erikson’s stage of Ego Integrity v. Despair. Criteria Criteria - Performance will be satisfactory when: 9.1. Receives a passing grade on the written objective test. 9.2. Explains the physical changes that take place in middle adulthood and discuss their psychological effects 9.3. Evaluates how women’s risk of heart disease and osteoporosis increases after menopause. 9.4. Summarizes the features of parent-child relationships in midlife as children approach and reach adulthood. 10. Summarize the information concerning death and dying Learning Objectives 10.a. Summarize how attitudes and customs concerning death differ across cultures. 10.b. Evaluate how people change as they confront their own death. 10.c. Summarize the stages of grieving and bereavement. 10.d. Explain how attitudes and understandings about death and bereavement differ across the lifespan. 10.e. Evaluate attitudes toward euthanasia and assisted suicide. Criteria Performance will meet expectations when the student: 10.1. Receives a passing grade on the written objective test. 10.2. Evaluates how attitudes and customs concerning death differ across cultures. 10.3. Explains the stages of grief and bereavement. 10.4. Differentiates how attitudes and understandings about death and bereavement differ across the lifespan. Guidelines Attendance Syllabus - Page 7 of 9 Sunday, August 7, 2016 5:36 PM Since examinations cover information presented in the lecture, it is essential for you to attend class. You are permitted to have 4 absences during the semester. The 5th absence will result in a 0 for your participation/assignment grade which is approximately a 10% reduction of your cumulative grade. Also note that attendance will be taken during the first 5 minutes of class, and you cannot get credit if you are late. So, please be respectful and be on time Academic Honesty Students are expected to do their own work unless advised that collaboration is acceptable. This means that you may use facts from other sources if you re-write them in your own words. Anytime you quote directly from another source or paraphrase substantially, you must cite the source you used. When you take a test, you are expected to keep your eyes on your own paper and protect your test paper from being copied by a classmate. Failure to use proper citation procedure is considered plagiarism. Plagiarism will result in a grade of "0" if it is flagrant and/or deliberate. Copying from another person's paper or test is academic dishonesty and will result in a grade of "0" for that assignment. In addition, you will be referred to student services for discipline based on college policy. How to Get the Most From this Learning Experience Take charge of your own learning. Raise questions, probe, explore, go after what you need. Be open. Use your imagination, consider new possibilities, and create something new for yourself. Give as well as receive. Give liberally to co-learners and be prepared to receive a great deal from them. Have fun. Plan to thoroughly enjoy this opportunity to learn and to grow in your professional competence and satisfaction. CCC-Course Meeting Time and Location For meeting times and locations please go to: WebCentral > Select term > CCC-Equal Opportunity/Affirmative Action Central Community College does not discriminate on the basis of race, religion, national origin, gender, age, disability, marital status, or military veteran status as is defined by law in employment, admission, scholarship and financial aid programs or operation of its educational programs and activities as prescribed by Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Executive Order 11246 as amended, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veteran’s Readjustment Assistance Act of 1974, the Age Discrimination Acts of 1974 and 1975, and other federal and state laws and regulations. Central Community College offers career and technical education programs for all students regardless of race, color, national origin, age, religion, marital status, including those with limited English proficiency, sex or disability. For a complete list of programs, go to www.cccneb.edu/programs. Educational programs are offered at but not limited to the following locations: Columbus Campus, Grand Island Campus, Hastings Campus, Holdrege Center, Kearney Center, Lexington Center and Ord Learning Center. If you have a disability or want to know if you qualify for accommodations as defined by the Americans with Disabilities Act, you are invited to contact the campus Director of Disability Support Services. You are not required to disclose or reveal information about your disability to anyone at any time, however, in order to Syllabus - Page 8 of 9 Sunday, August 7, 2016 5:36 PM receive accommodations in college, you must make those needs known and request services from the Disability Support Services office on one of the three CCC campuses. Inquiries concerning the application of the laws and regulations cited above may be directed to the Human Resources Office, Central Community College, P.O. Box 4903, Grand Island, NE 68802-4903; (308) 398-7325, or to the Director, Office of Civil Rights, U.S. Department of Education, Washington, DC 20201. CCC-General Information All college policies and procedures identified in the student handbook will be adhered to for the course. College policies and procedures include, but are not limited to, conditions for dropping or withdrawing from a class, student academic honesty, etc. A copy of the student handbook is available upon request from the Student Services office on each campus or it can be found at WebCentral > Student Life > Student Handbook. CCC-Technology Usage Guidelines In order to support the activities for this course, Central Community College provides access to computers for students. The College established Technology Use Policy and Procedure documentation. This document can be found on the College web site. You may click this link to download a PDF document outlining the College's Technology Use Guidelines. CCC-Title IX Policy Members of the Central Community College community, guests and visitors have the right to be free from all forms of gender and sex-based discrimination, examples of which can include acts of sexual violence, sexual harassment, domestic violence, dating violence, and stalking. All members of the campus community are expected to conduct themselves in a manner that does not infringe upon the rights of others. Any member of the community, guest or visitor who believes that the policy on Equal Opportunity, Harassment and Nondiscrimination has been violated should contact the Title IX/Equity/AA Coordinator, Dr. Christopher Waddle, 308-398-7325 or email@example.com. Students should understand that in cases of gender and sex based discrimination, no College employee, including members of the faculty, can guarantee confidentiality. For more information about CCC’s policy please reference CCC’s Title IX Handbook. For counseling services which may remain confidential, CCC has contracted with the Family Resource Center for up to 3 visits per year for counseling services for CCC students at no cost. To schedule an appointment call 1- 888-381-7487, www.family-resources.net. Syllabus - Page 9 of 9 Sunday, August 7, 2016 5:36 PM
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