University of Virginia
University of Virginia School of NursingNUIP 2240: Human Growth and Development Across the LifespanFall 2020 Syllabus Course Credit: 3Class Details: Virtual / Remote instruction due to COVID-19M/W, 4:15pm – 5:15pm*Mondays: asynchronous/small group work/office hours*Wednesdays: synchronous Zoom sessionsCourse Professor:Virginia LeBaron, PhD, APRN, FAANPVirtual Office Hours: Mondays 3 – 4:15pmnuip2240@Teaching Assistant: Lena VanablePhD Student, UVA SON nuip2240@Email Communication:The fastest and most efficient way to communicate is via email. ** Please use the course email account: nuip2240@ We will make every effort to respond as quickly as possible; please allow 48 hours for a reply and understand that faculty and teaching assistants are not always available after hours or on the weekends. Key Zoom Links: (note: you may need to enter meeting ID or password, depending on your log in location)Wednesday synchronous class: 3pm – 4:15pmJoin Zoom Meeting Pod Groups: 3:00pm – 3:30pmZoom links - TBDMonday synchronous class: 3:35pm – 4:15pmJoin Zoom Meeting Virtual Office Hours: 4:15pm – 5:15pmJoin Zoom Meeting ID: 984 1220 5585Passcode: 3l252wOne tap mobile+16465189805, 98412205585# US (New York)What is this course about? What matters more, nature or nurture? Is corporeal punishment ever justified? Should juveniles be tried as adults? Is it fair to expect young adults to ‘social distance’? How much screen time is too much? Can childless adults be happy? This course explores questions such as these in the context of human development across the lifespan, from infancy to old age. We will focus on common milestones that occur throughout a person’s life in the biological, cognitive, emotional and social domains—in other words, how people grow, think, feel and interact with others as they age. Interwoven throughout the course will be explorations regarding how socioeconomic, geographical, racial/ethnic and cultural factors can influence human development. Think of this course as a ‘road map’ of what it means to be human on the journey from birth to death. This course provides a framework to better understand your developmental past, to critically reflect upon where you are now, and to anticipate future opportunities and challenges as you continue to develop as a human being.Why take this course? There are so many rewarding careers that provide opportunities to promote positive human development! This course offers foundational knowledge to assist you in future professional practice as a nurse, psychologist, or educator, just to name a few. In a broader sense, this course aims to be relevant in your everyday life --as you engage in intimate partnerships, form friendships, enter the workforce, become parents, care for elderly relatives, retire, and grow older. Ultimately, this course gives you the tools to recognize and anticipate developmental tasks and stages in yourself and others, so you can effectively and compassionately know yourself and interact with fellow humans.Learning Objectives: Understand key developmental milestones and stages across the human lifespan in the biosocial, cognitive, and psychosocial domains. Explore ways that diverse social, economic and cultural contexts influence growth and development.Discuss and critique current scientific evidence and controversies related to human development. Compare and contrast major theories of human growth and development.Identify and evaluate biosocial, cognitive and psychosocial developmental activities as portrayed in popular culture/media/literature and as displayed in real-life observations/interviews. What supplies/text do I need for this course?Required text: The Developing Person Through the Life Span, 11th EditionKathleen Stassen Berger; Worth Publishers/Macmillan The text can be ordered on-line or through the UVa bookstore. I have requested access to text rental and e-books to reduce costs. Required text: Educated: A MemoirTara Westover; Random HouseThe text can be ordered on-line or through the UVa bookstore.How can I be successful in this course? As you are well aware, this Fall is not a typical semester and I have worked to adjust this course accordingly. Flexibility, patience and compassion will be critical, for all of us. I am committed to helping you succeed in this class and enjoy learning the material. I believe we can do this successfully virtually, and I understand that everyone will have unique circumstances this Fall. Please know I will do my very best to meet your needs and to make this a meaningful and engaging course. You can help by carefully reading this syllabus, keeping up with announcements on Collab where I post important course information, and communicating problems or concerns early. Teaching Methods: A combination of synchronous and asynchronous meetings. Small group discussions; formative mini assignments; readings; lectures; media presentations; midterm and final exam. We will use a course Collab site. Lecture slides will be available after class in Collab. Readings/videos or other asynchronous activities will be posted in Collab prior to class and you are expected to have completed these activities prior to the meeting time unless otherwise instructed. General Course Structure: Mondays: asynchronous. In general, we will NOT meet as a large group on Mondays. On Mondays, I will be available for Zoom virtual office hours (see link and details above and under “Resources” in Collab). No appointment is necessary, you can just log on (there will be a waiting room and you may need to enter the meeting ID and password) and I will meet with students on a first-come, first-serve basis for generally 15 or so minutes. On Mondays during our scheduled class time slot of 3 – 4:15pm, you will also be asked to meet virtually with your ‘social and well-being pod.’ These groups will be randomly assigned after our first class meeting and will consist of 6-8 students. These groups will change a few times during the semester. One student in your group will need to set-up a recurring Zoom link and send out to your group (you can do this in Collab). The idea during your Monday meetings is to get to know your classmates, have an opportunity for informal support and conversation, study and review material, and complete asynchronous activities together. Asynchronous activities will be posted in Collab prior to your scheduled Monday meeting. The specific activities will depend, in part, on how much we are able to cover during our synchronous meetings which will vary week to week and is somewhat difficult for me to predict using a virtual platform. I will not be monitoring your asynchronous group meetings, but you are on your honor to attend and participate to the best of your ability. Wednesdays: synchronous. We WILL meet as a large group on Wednesdays. Our first class meeting will be August 26th at 3pm. The Zoom link details are above and also posted under “Resources” in Collab. The Zoom link is recurring and is the same one we will use each Wednesday. These classes will be recorded and available later so if you need to miss class or have an internet/technical issue do not worry – you will have access to the material (note there will be a slight delay as the recording has to be processed and I need to upload). Please note recordings cannot be shared or moved, and will be password protected. The default settings in Zoom only record the face of the active speaker. During class, I may pause recording at times to allow for everyone to feel comfortable discussing sensitive topics. ?Zoom is a helpful virtual platform, but it is not perfect. There will be a learning curve as everyone adjusts. You can find additional Zoom resources here: If regular ‘meetings’ do not seem to be working well with our large class we may need to change to a more ‘webinar’ style format or more pre-recorded asynchronous lectures – but we will see how it goes. Here are some additional tips for a better experience:Try to reduce distractions during class and log-on in a quiet location.Try to have adequate lighting so if your video is on we can see you well. Keep you microphone muted when you are not speaking to reduce background noise.It is your preference whether you keep your video on or not. It is helpful for me so I can get to know you and read ‘non-verbal cues’, but it is not required.If you are having internet difficulty, you can try turning off your video. There is also an option to ‘call in’ (see Zoom link details) if you are having internet problems. Please be respectful and treat virtual class like a regular class. For example, you probably wouldn’t show up for regular class in your pajamas so please do not do this for our virtual meetings! If you elect to use a ‘Zoom’ background, please choose something that is gentle on the eyes and is respectful to everyone. I recommend using one of the UVA backgrounds which you can download here: you prefer to be called a different name than what is listed in SIS, you can edit this in your Zoom profile. I would also invite you to include your preferred gender pronouns in your Zoom profile. Please be aware that with our large class I will not be able to see everyone on the screen at the same time, especially if I am sharing my screen. Assessments: * Please note: some elements may change or total points adjusted based on evolving circumstances related to COVID-19. “Pop” Quizzes: (11 total, 10 points each, drop lowest score): 100 points 11 “pop” quizzes will be administered via Collab and are designed to help you keep up with the material, reinforce key concepts, and identify areas where you may need to focus study efforts for the midterm or final exam. They will be brief assessments, generally 5 - 10 multiple choice questions, and cover recent material from the readings and discussed in class. Quizzes will be open for 5 days and administered at the discretion of the faculty. Notification that a quiz is open will come via Collab. Quizzes cannot be made up or re-taken; if you miss the submission deadline, you miss the quiz. You can drop your lowest quiz score. Quizzes are closed book/notes/internet and are not to be discussed with classmates.Midterm: 50 points (can cover in-class discussions and content from assigned readings/videos)Final (cumulative): 100 points (can cover in-class discussions and content from assigned readings/videos)Formative Assessments: (8 - 10 total, 5 points each, lowest one dropped): 30 – 45 points (depending on how many we are able to do over the semester). The majority of these assignments will be completed in your asynchronous small groups, although some may be completed during our synchronous meetings if this is feasible over Zoom. To get credit, formative assessments must be uploaded in Collab by the deadline. You will receive instructions for these assignments prior to your small group meetings. Formative assignments are meant to be flexible, low-stress ways to check-in regarding engagement with the class; they are evaluated as ‘completed’/’not completed.’ If it is obvious that no or minimal effort was made, the assignment will be evaluated as ‘not completed.’ Out-of-class Formative Assessments: (4 total, 15 points each, cannot be dropped): 60 points There will be a total of 4 out-of-class formative assessments. These cannot be dropped. These formative assessments require more time and effort and are graded / scored accordingly. Instructions for completing out-of-class formative assignments will be found in Collab and I will discuss them in more detail in class prior to the deadline. Usually these will be completed individually and supplemented by work you complete in your asynchronous ‘social and well-being pod’ group. They must be uploaded in Collab by the deadline to receive credit. Quizzes and the midterm and final exams will be administered via Collab and will generally be available for 24 hours per faculty discretion to allow flexibility for completion given our unusual circumstances this semester. You are responsible for ensuring all assignments/assessments are submitted by the deadline in Collab. Unless otherwise instructed, all assessments are closed book, closed notes, closed internet and are not to be discussed with your classmates. *Also, there is no extra credit offered in this course, nor are grades rounded up.In fairness to your classmates, students are expected to take all exams as scheduled unless prior arrangements have been made with the course professor. Exams will only be rescheduled with advance notice and for extenuating circumstances in compliance with University policy. An unexcused absence results in a zero grade for the exam. Make-up midterm exams will be given during the week of 12/7/20 at faculty discretion; make-up final exams will be given during the week of 1/18/20 at faculty discretion. Permission to make-up an exam is at the discretion of faculty. Important Messages Regarding Diversity, Inclusion and Antiracism: I recognize and value the many perspectives my students bring to the classroom. Many factors—social identities, visible and invisible disabilities, family circumstances, physical location, mental health, access to the internet—all influence the experiences that every individual can have in my courses this and every semester. I am committed to building an environment to support your learning, one in which you will be supported. I acknowledge that racism and white supremacy are baked into both the history of UVA as an institution and the history of higher education as a whole. I believe that my pedagogical philosophies and practices can either reinforce inequities or work to eliminate them. I am committed and actively working to be a better, more careful listener; continuing to learn about the ways systemic injustices disadvantage my Black students and colleagues and other students and colleagues of color in and out of the classroom; and advocating for and implementing anti-racist educational practices. I will hold myself accountable, encourage you to help me do so, and invite you to join me in this work.Students of all immigration statuses are welcomed and valued in this classroom, including undocumented students, students from mixed-status families, and students with Temporary Protected Status. As an educator, I aim to create a learning environment that respects and affirms the diversity of students’ experiences and perspectives. We in this UVA School of Nursing community represent many diverse characteristics, perspectives, beliefs, values, and experiences. We recognize and value this rich diversity and aspire to offer an equitable, inclusive, welcoming, secure, responsive, and affirming environment that fosters mutual respect, empathy and trust. This is our shared responsibility. At times, issues or comments may surface in class that can cause offense or be hurtful to someone. Such comments may be made by either students or faculty, or sometimes raised in reading assignments. It is important that we all commit to addressing issues as they arise, in a respectful manner. Please let me know if you are concerned about anything said in class or raised in the readings. One process we may use to facilitate discussions is HEALS,? a process developed by the Diversity in Action Committee (DIVA) at the University of California, San Francisco School of Nursing:Halt – Halt the discussion. Options include:Pause to consider the comment. Ask for clarification.Express appreciation for raising the issue.Focus on the idea. Deconstruct the comment without placing the individual on the defensive.Engage with the issueSelf-check, check the room, look for body language. How are others responding?Go there. Discuss the issue in a non-judgmental, respectful manner.Allow exchange of opinions, stories, perspective, and reactions.Let others express their thoughts, beliefs, feelings, and opinions.Learn – Listen deeply to one anotherWhat can we learn from one another’s experiences or observations?Synthesis – Why does this discussion matter?What is the relation to health care quality and equity?What is the relation to studying diverse groups of participants?How did the discussion itself go? Are there any next steps?______________________________________________________________________________? Diversity in Action Committee (DIVA) of the University of California San Francisco School of Nursing, 2006Class Schedule: *Changes may occur due to evolving circumstances related to COVID-19. Your flexibility is ic Textbook Chapters*See Collab for other additional readings/videos or other required activities. Aug 26Class 1SynchIntroductions: to faculty, course, and the science of human developmentBy August 25, 5pmComplete SurveyMonkey Survey (found in Collab, under ‘Announcements’)Post questions re: syllabus in CollabChapter 1: The Science of Human DevelopmentAug 31Class 2AsynchAsynchronous; meet with your small group – activities TBDChapter 2: Theories of Human DevelopmentChapter 3: The New GeneticsSept 2Class 3SynchTheories of Human DevelopmentHeredity and EnvironmentChapter 3: The New GeneticsSept 7Class 4AsynchAsynchronous; meet with your small group – activities TBDChapter 4: Prenatal Development and BirthChapter 5: First Two Years, BiosocialSept 9Class 5SynchPrenatal Development and BirthThe First Two Years: Biosocial DevelopmentChapter 5: First Two Years, BiosocialSept 14Class 6AsynchAsynchronous; meet with your small group – activities TBDChapter 6: First Two Years, CognitiveChapter 7: First Two Years, PsychosocialSept 16Class 7SynchFirst Two Years, CognitiveThe First Two Years: Psychosocial DevelopmentChapter 7: First Two Years, PsychosocialSept 21Class 8AsynchAsynchronous; meet with your small group – activities TBDPod scrambleChapter 8: Early Childhood, BiosocialChapter 9: Early Childhood, CognitiveSept 23Class 9SynchEarly Childhood, BiosocialEarly Childhood: Cognitive Chapter 9: Early Childhood, CognitiveChapter 10: Early Childhood, PsychosocialSept 28Class 10AsynchAsynchronous; meet with your small group – activities TBDChapter 10: Early Childhood, PsychosocialSept 30Class 11SynchEarly Childhood, PsychosocialMiddle Childhood: BiosocialChapter 11: Middle Childhood, BiosocialOct 5Class 12AsynchAsynchronous; meet with your small group – activities TBDChapter 12: Middle Childhood, CognitiveChapter 13: Middle Childhood, The Social World/ PsychosocialFormative Assessment 1 Due in Collab: Inside Out assignment Oct 7Class 13SynchMiddle Childhood: Cognitive Middle Childhood: PsychosocialChapter 13: Middle Childhood, The Social World/PsychosocialOct 12Class 14AsynchMIDTERM EXAMNo office hours or small group meetingsMIDTERM EXAM Midterm Exam will be administered via Collab and available for 24 hours. Oct 14Class 15SynchAdolescence: BiosocialAdolescence, CognitiveChapter 14: Adolescence, BiosocialChapter 15: Adolescence, CognitiveOct 19Class 16AsynchAsynchronous; meet with your small group – activities TBDPod scrambleChapter 16: Adolescence, PsychosocialOct 21Class 17SynchAdolescence, PsychosocialEmerging Adulthood: BiosocialEmerging Adulthood: CognitiveChapter 17: Emerging Adulthood, Biosocial Chapter 18: Emerging Adulthood, CognitiveOct 26Class 18AsynchAsynchronous; meet with your small group – activities TBD; 3 – 3:30pm3:35 – 4:15pm – synchronous meetingChapter 19: Emerging Adulthood, PsychosocialFormative Assessment 2: DUE in Collab: Film Reflection Paper: Paper Tigers; Until 20; Life, Animated.Oct 28Class 19SynchEmerging Adulthood: PsychosocialAdulhood, BiosocialChapter 19: Emerging Adulthood, PsychosocialChapter 20: Adulthood, BiosocialNov 2Class 20AsynchAsynchronous; meet with your small group – activities Case study competition; interview guide: 3 – 3:30pm3:35 – 4:15pm – synchronous meeting, Adult BiosocialChapter 20: Adulthood, BiosocialNov 4Class 21SynchAdulthood: BiosocialAdulthood: CognitiveChapter 20: Adulthood, BiosocialChapter 21: Adulthood, CognitiveNov 9Class 22AsynchAsynchronous; meet with your small group – activities Educated discussion; 3 – 3:30pm3:35 – 4:15pm – synchronous meeting, Adult PsychosocialChapter 22: Adulthood, PsychosocialFormative assessment 3: DUE in Collab: Educated reflection paperNov 11Class 23SynchLate Adulthood: BiosocialGuest speaker – Nicole Ruzek, PhD, Director, UVA Counseling & Psychological ServicesChapter 23: Late Adulthood, BiosocialNov 16Class 24AsynchAsynchronous; meet with your small group – activities TBD; 3 – 3:30pm3:35 – 4:15pm – synchronous meeting, Late Adulthood CognitiveChapter 24: Late Adulthood, CognitiveChapter 25: Late Adulthood, Psychosocial; Epilogue, Death & DyingNov 18Class 25SynchLate Adulthood, CognitiveLate Adulthood, PsychosocialChapter 24: Late Adulthood, CognitiveChapter 25: Late Adulthood, PsychosocialNov 23Class 26*SynchLate Adulthood, Finishing upEpilogue, Death & DyingInterview discussion, 3 – 3:30pm3:35 – 4:15pm – synchronous meeting, Death & DyingChapter 25: Late Adulthood, Psychosocial; Epilogue, Death & Dying Formative assessment 4: DUE in Collab: Human Development Lab interview and reflectionDec 7FINAL EXAMMonday December 7th 2 – 5pm* Please note final exam times are set by the University Final Exam will be administered via Collab and available for 24 hours per faculty discretion. NUIP 2240 Course PoliciesThis course abides by all University policies. It is your responsibility to be aware of University policies.UVA SON Grading Scale:A+ (100)B+ (87-89)C+ (77-79)A (95-99)B (83-86)C (73-76)A- (90-94)B- (80-82)C- (70-72)Refer to the University Record and School of Nursing Student Handbook for complete policy on grading scale and unsatisfactory grades. CancellationsPlease follow University policy related to class cancellation due to inclement weather. Check on-line at University of Virginia has one of the oldest Honor Systems in the country. Please sign your work with the Honor Pledge, and more importantly, uphold the meaning of the Pledge. Safe Environment and Personal WellbeingThe University, and I as faculty, are dedicated to providing a welcoming, safe and inclusive learning environment for all students. More information can be found on the UVA Sexual Violence website that describes reporting options and resources virginia.edu/sexualviolence. As a faculty member, I am a ‘responsible employee’, which means that I am required by University Policy and federal law to report what you tell me to the University’s Title IX Coordinator. If you would rather keep information confidential, there are Confidential Employees you can talk to If you are feeling overwhelmed, stressed, or isolated, there are many individuals here to help. The Student Health and Wellness Center offers Counseling and Psychological Services (CAPS) for its students; call 434-243-5150 to speak with an on-call counselor and/or schedule an appointment. If you prefer to speak anonymously, you can call Madison House’s HELP Line at any hour of any day: 434-295-TALK. Alternatively, you can call or text the Disaster Distress Helpline (1-800-985-5990, or text TalkWithUs to 66746) to connect with a trained crisis counselor; this is toll free, multilingual, and confidential, available to all residents in the US and its territories.All students enrolled in Fall 2020 courses, and who have successfully completed a FAFSA for the 2020-2021 academic year, can request funding for expenses related to the disruption of fall campus operations due to the pandemic. For information on CARES Act Student Emergency Funding, Bridge Scholarships, and Emergency Loans, please visit?Student Financial Services?Operational Updates. You might also be eligible for an Honor Loan.Additional Resources:Claude Moore Health Sciences Library (CMHSL) - Nursing – Librarian: Dan Wilson dtw2t@virginia.edu The Writing Center, Disability Access Center, Elson Student Health Center, 434-243-5180, & Psychological Services (CAPS), Elson Student Health Center, 434-243-5150 (Technical Support) Priority phone support will be given via 434-924-HELP for students who are in an online class or attempting to connect to one that is starting soon. If you are not in an online class, contact the ITS Help Desk (chat, email, online).Zoom SupportCollab Student Support Help taking Tests and Quizzes in CollabNote: This syllabus is not a binding contract and changes are possible at the discretion of faculty. ................
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