PSY 215 LIFESPAN HUMAN DEVELOPMENT SYLLABUS Fall 2019

PSY 215 LIFESPAN HUMAN DEVELOPMENT SYLLABUS Fall 2019

Instructor: E-mail: Office: Office Hours: Required Text:

Francine Gentile

fgentile@roguecc.edu

F Building By appointment Bee, H., & Boyd, D. (2019). Lifespan Development, 8th edition. Boston: Allyn & Bacon.

Gawande, Atul. (2014). Being Mortal: Medicine and What Matters in the End

Course Description: Provides an overview of human development explored from a variety of perspectives. The primary objective is to examine biological, socio-cultural, and psychological factors that influence each stage of the life cycle, from conception until death. Exploration focuses on life tasks and societal expectations, physical and cognitive changes, and personality development across the lifespan. Both normative and non-normative pathways are considered. The course provides a bridge between biological science and social science and is an essential component for students entering the fields of nursing and human services.

Rogue Community College has adopted the following Institutional Learning Objectives. Objectives are addressed across the curriculum in order to ensure that students successfully completing coursework at RCC are prepared to meet the demands of life at home and in the workplace, for current and future academic endeavors and for life-long learning.

Application of Knowledge (AK) Students will synthesize and use knowledge in familiar

and

unfamiliar situations to effectively solve problems and

complete tasks.

Approach to Learning (AL)

Students will engage in and take responsibility for

intentional learning, seek new knowledge and skills to guide their continuous and independent

development, and adapt to new situations.

Communication (COM)

Students will engage in quality communication using

active listening and reading skills and expressing ideas appropriately in oral, written and visual

work.

Critical Thinking (CT)

Students will think critically and creatively about

problems and issues in the classroom or school, home, work, and community settings to create

positive, sustainable solutions.

Personal Growth (PG)

Students will balance life and civic responsibilities, believe

in themselves, accept and commit to change, self-reflect, and be tolerant and respectful of

themselves and others.

The primary focus of this course is to promote competency in two specific learning objectives:

AK 3 - To apply knowledge and skills through a global perspective with an awareness of context, personal assumptions and worldview.

COM 2 - Express ideas clearly in oral, written and visual work.

On successful completion of this course, students will be able to:

Intended Outcomes: 1. relate the major theoretical perspectives of psychology to the human developmental process

Assessment Methods: 1. demonstrate competency by scoring an average of 70% or better on quizzes, exams and writing assignments, and by participation in class discussions

2. delineate the research methods employed by developmental psychologists.

3. describe the relative contributions of genetics and environment to the developmental process, including the reciprocal influence of social interaction and the developmental process. 4. identify significant physical and cognitive processes that

2. demonstrate competency by scoring an average of 70% or better on quizzes, exams and writing assignments, and by participation in class discussions; and/or write an analytical review of an article from a peer-reviewed journal reporting on recent original research in the field of human development 3. demonstrate competency by scoring an average of 70% or better on quizzes, exams and writing assignments, and by participation in class discussions; and/or write a grammatically correct research paper on a selfselected topic representing development issues facing the individual at different stages in the lifespan. 4. demonstrate competency by scoring an average of 70% or better on quizzes, exams

Intended Outcomes: characterize each stage of the life cycle, from prenatal to death 5. outline the development of and changes in personality, social interactions, and cultural demands associated with each stage of the life cycle.

Assessment Methods: and writing assignments and by participation in class discussions

5. demonstrate competency in meeting course objectives by scoring an average of 70% or better on quizzes, exams and writing assignments and by participation in class discussions

Grading: Based on accumulation of points, as follows:

Chapter Quizzes (15 points per chapter x 19 chapters)

285

Weekly Discussion Posts

110

Short Research Paper

75

Reaction Paper on Being Mortal

75

TOTAL POSSIBLE, up to

545

A = 90%, B = 80%, C = 70%, D = 60%

TESTS: There will be a quiz each week covering the chapters assigned for that topic as well as other materials provided, including videos, lectures, etc. Quizzes may be taken only once and are time limited. Once you open a quiz, it will automatically close either when you submit it or when the time is up. They will be due every Friday by 11:59 p.m. beginning with the first week. Please do not open any test in this course until you are ready to complete it.

TOPIC PAPER: This paper will give you the opportunity to look more deeply into one topic in developmental psychology of particular interest to you. For this paper, choose any topic covered in the course, from conception through late adulthood, NOT including death and dying. You will need to consult at least two outside sources, which may be journal articles, books, other textbooks, or internet resources. Encyclopedias, electronic or print, commercial websites, blogs, etc. are NOT appropriate resources. If you have questions about a source, please ask. Sources must be credited and citations listed in a reference list. Please use APA format for your citations. Approximately

1200-1500 words, submitted through Turnitin. Please see specific instructions under Writing Assignments in the Content area.

BEING MORTAL REACTION PAPER: For this paper, you will read the supplemental text Being Mortal: Medicine and What Matters in the End by Atul Gawande. This small book carries a big message about how medical professionals can enhance the quality of life as we approach decline and death. This topic is essentially important for all of us, and especially for those of you pursuing careers in the medical and other helping professions. A list of "writing points" is provided to give you starting points for your reflections. Details can be found in your Writing Assignments section. This paper must also be submitted through Turnitin and any outside sources used must be properly cited in APA format.

DISCUSSION POSTS: Every week a prompt will be posted around which to organize your discussion posts. Often these prompts will relate to materials provided by the instructor on this website rather than material in the textbook. In order to earn full points (10 per week) for these posts, you must submit an original post and respond appropriately to at least one other student's post every week. Respect and civility are absolutely required. You may question each other but please do not use this forum for put-downs, sarcasm, or personal attacks. Due every Friday by 11:59 p.m. beginning with the first week.

GENERAL EXPECTATIONS FOR STUDENTS

Spelling and grammar will be considered in grading. All written assignments are available from the start of the term; therefore, no late work will be accepted.

Quizzes will become available two weeks before they are due and must be submitted by the due date. You will not have an opportunity to reopen a quiz once you have submitted, nor will you be able to open the quiz once the due date has passed.

Administrative Drop: For this online course, students who do not submit a discussion post during the first week of class and who do not contact the instructor to indicate a plan to participate in the course will be automatically dropped from the class during the second week of term. PLEASE NOTE: discussion posts are due on Friday by 11:59 p.m., including the first week.

Refund Policy: Students dropping a class by 11:59 p.m. on Wednesday of the second week of the term get a full refund. After that there is no refund.

Withdrawal from class: A student may withdraw from a class between Thursday of Week 2 and Friday of Week 8 at 11:59 p.m. A grade of W will be assigned.

Academic Honesty: All written work is expected to be original or appropriately cited. Cheating, plagiarism, and other acts of academic dishonesty are regarded as serious offenses. This includes cutting and pasting from the internet and failing to acknowledge sources used in your writing. Instructors have the right to take action on any suspected acts of academic dishonesty. Depending on the nature of the offense, serious penalties may be imposed, ranging from loss of points to expulsion from the class or the college.

Discrimination, Harassment and Sexual Violence Policies: Rogue Community College does not discriminate in any programs, activities or employment practices on the basis of race, color, religion, ethnicity, use of native language, national origin, sex, sexual orientation, gender identity, marital status, veteran status, disability, age, pregnancy or any other status protected under applicable federal, state or local laws.

The following person has been designated to handle inquiries regarding the nondiscrimination policies: Jamee Harrington, Director of Human Resources 541-956-7017 jharrington@roguecc.edu Redwood Campus, M-2.

In addition, RCC has a zero tolerance for sexual assault, stalking, intimate partner or domestic violence, dating violence and workplace violence. Anyone found participating in any of these activities will be subject to disciplinary action and prosecuted in accordance with RCC policies and procedures and Oregon state laws. For more information, go to

Disability Services: All students are graded on the same basis in this course. Any student who feels that he or she may need academic accommodations for a disability, such as vision, hearing, orthopedic, learning disabilities, psychological or other medical conditions, should make an appointment with the Disability Services Office.

Redwood Campus (Wiseman Tutoring Center): Phone: 541-956-7337; Fax: 541-471-3550; Oregon Relay Service: 7-1-1

Riverside and Table Rock Campuses (main office: Riverside Campus B-9): Phone: 541245-7537; Fax: 541-245-7649; Oregon Relay Service: 7-1-1

For more information, go to

Student Evaluations of this Course: "What Do You Think?" Students enrolled in all credit (and some non-credit) courses will receive an RCC email around the 8th week of each term requesting them to complete online evaluations on each course in which they are enrolled. Full instructions for accessing and completing the evaluations will be in the email. These evaluations are anonymous and will not be released to instructors until after the term is over. They provide valuable feedback to about your experiences and impressions of the course. In the absence of face-to-face contact, these evaluations are especially important to me in planning future versions of this course. Thanks for your help!

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download