Syllabus
Science Prerequisites for Health Professionals
PSYO 1020: Developmental Psychology
Credits - 3
Description
This course will explore basic concepts and theories of human development with a focus on the nine major periods of life from prenatal development to death and dying. The nature of interactions between an individual’s biology and their environment will be examined by integrating information from a wide array of research studies. These studies consist of, but are not limited to, ground-breaking historic studies to recent studies of physical, neurological, and cognitive development.
Materials
Learning Objectives and Outcomes
Program Outcomes
In lecture courses, students should be able to:
- Communicate scientific concepts and information clearly.
- Illustrate fundamental laws, theories, and principles of scientific disciplines.
- Apply knowledge and critical thinking skills to scientific problems.
Course Objectives
By the end of this course, you will be able to:
- Describe the scientific methodology and research designs typically employed in research in human development
- Identify the nature of interaction between biology and environment and its influence on development throughout the lifespan
- Discuss human genetics and issues related to prenatal development, birth, and infancy
- Discuss the major developmental milestones in physical, cognitive, and socioemotional domains throughout the human lifespan
- Analyze significant theories of cognitive development, including those of Piaget, Vygotsky, and the information-processing approach
- Examine key issues of development in adulthood, including marriage and divorce, parenting, midlife, and careers choices
- Analyze the key issues of development in late adulthood, including retirement, living arrangements, cognitive changes, death and grieving
- Judge the alignment of expected milestones of development with observed/reported milestones reached by an individual in childhood or adolescence
- Judge the alignment of expected milestones of development with observed/reported milestones reached by an individual in early, middle, or late adulthood
SELF PACED DESIGN
On the course start date, students will have access to orientation. This must be completed to be able to gain access to the first module in the course. Students must complete the first module to gain access to the next one. We recommend that students spend about 15 hours per week to complete a course in 16 weeks. When trying to complete the course in less than 16 weeks, we typically see students do this successfully within 12-14 weeks. Instructors will be timely in grading and feedback, but it will not be instant.
Assignments
Practice Proctored Exam
There is a highly recommended Practice Proctored Exam available to all students. The first attempt is free. This exam does not cover course material and is not included in your overall course grade. It prepares test takers for what the testing environment will be like, what forms of identification are needed, and provides a chance to test your external webcam with a live proctor. This is a great way to become familiar with and prepare for your exam!
Self-Assessments/Matching Activities
Students will be provided a matching bank and will be asked to match key terms with their definitions or related concepts. Self-Assessments are not counted towards the student’s final grade.
Discussions
Discussions will provide the student with a choice of topics from which they can choose to provide a discussion response. Students will post their initial replies to the discussion board prompts and will also respond to the posts of a minimum of 2 peers.
Reflection Papers
These written assignments ask students to reflect on different phenomena that occur across the life span in a manner that is informed by their own reading and research.
Problem-Based Learning Scenarios
These written assignments provide the student with a real-world example of a developmental issue and ask them to apply research from life span psychology to suggest a strategy for producing the best outcome.
Creative Assignment
Students will submit a virtual poster that clearly represents how they want to retire. This presentation will include highly specific information regarding the lifestyle they would like to have in retirement. This will include specific examples of the living situation the student would like to have, their anticipated financial situation, and ideal health for the perfect retirement.
Life Span Interview
For this project, students will identify two people or a caregiver (as in the case of an infant), who represent two different stages of the life span—ideally, two who do not identify with the student’s own current stage of life span development—and set up a brief 15–20 minute interview to explore their perspective of their stage of the lifespan. These interviews will be video recorded and submitted for credit.
Final Cumulative Exam (Proctored)
This is a 50-item, multiple-choice exam that is proctored. Students will have 90 minutes to complete the exam. This exam will allow 1 page of notes, front, and back. See UNE’s ProctorU page for information about signing up and scheduling your exam.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment Category | Grade |
|---|---|
| Self-Assessments/Matching Activities (3 X 0%) | 0% |
| Discussion Boards (2 X 5%) | 10% |
| Reflection Papers (5 X 5%) | 25% |
| Problem-Based Learning Scenarios (7 X 4%) | 28% |
| Creative Assignment ( 1 X 10%) | 10% |
| Life Span Interview | 15% |
| Final Cumulative Exam | 12% |
| Total | 100 |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
|
Week |
Topic |
Readings |
Assignments |
|
1 |
Introduction to LifeSpan Psychology |
Textbook – Chapter 1 |
Discussion 1 Self-assessment – Perspectives in Lifespan Development |
|
2 |
Heredity, Prenatal Development, and Birth |
Textbook – Chapter 2 |
Reflection Paper – Exposure to teratogens, Self-Assessments – Teratogens & Birth Defects & Chromosomal Disorders |
|
3 |
Infancy and Toddlerhood – Physical and Cognitive Development |
Textbook – Chapter 3 pages 71 – 96 Key Study: Animal Research on Neuroplasticity |
Problem-based Learning Scenario – Design a daycare |
|
4 |
Infancy and Toddlerhood – Socioemotional Development |
Textbook – Chapter 3 pages 97 – 114 |
Problem-based Learning Scenario – Cry It Out |
|
5 |
Early Childhood – Physical and Cognitive Development |
Textbook – Chapter 4 pages 115 – 138 |
Reflection Paper – Would you have been a good eye-witness as a child? |
|
6 |
Early Childhood – Socioemotional Development |
Textbook – Chapter 4 pages 139 – 163 |
Problem-based Learning Scenario – Discipline and Parenting |
|
7 |
Middle and Late Childhood – Physical and Cognitive Development |
Textbook – Chapter 5 pages 164 – 192 |
Reflection Paper – Disabilities in the Classroom |
|
8 |
Middle and Late Childhood – Socioemotional Development |
Textbook – Chapter 5 pages 193 – 214 |
No assignment this week! |
|
9 |
Adolescence – Physical and Cognitive Development |
Textbook – Chapter 6 pages 215 – 232 |
Discussion 2; Problem-Based Learning Scenario – Teen Driving |
|
10 |
Adolescence – Socioemotional Development |
Textbook – Chapter 6 pages 233 – 245 |
Reflection Paper – Adolescent Identity |
|
11 |
Emerging and Early Adulthood – Physical and Cognitive Development |
Textbook – Chapter 7 pages 246 – 273 |
Problem-based Learning Scenario – Career Development and Employment in Early Adulthood |
|
12 |
Early Adulthood – Socioemotional Development |
Textbook – Chapter 7 pages 274 – 306 |
Problem-based Learning Scenario – Modern Parenting |
|
13 |
Middle Adulthood – Physical and Cognitive Development |
Textbook – Chapter 8 pages 307 – 337 |
Reflection Paper – Preventing Decline |
|
14 |
Middle Adulthood – Socioemotional Development |
Textbook – Chapter 8 pages 338 – 371 |
Problem-based Learning Scenario – Type A Personalities and Stress |
|
15 |
Late Adulthood |
Textbook – Chapter 9 |
Creative Project – Plan Your Own Retirement |
|
16 |
Death and Dying |
Textbook – Chapter 10 |
Life Span Interview; Cumulative Final Exam – See UNE’s ProctorU page for information about signing up and scheduling your exam. |
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you - they will monitor course progression and provide assistance or guidance when needed. Please don’t hesitate to contact them for assistance, including, but not limited to course planning, course materials, billing, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Science Prerequisites page
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Instructor and Support Contact Information
Check Brightspace for specific instructor and support specialist contact information.
Student Lounge
The Student Lounge Discussion Forum is a designated support forum in which students may engage with each other and grapple with course content. Feel free to post questions, seek clarification, and support each other, but be mindful of UNE's Academic Integrity Policy.
Your instructor will monitor this forum. However, if you are seeking specific and timely answers to questions about course content or your personal grades, please contact your instructor via course messages. For questions about course materials, program policy, and how to navigate and proceed through the course, please contact your Student Service Advisor through the Student Portal.
Policies
Proctored Examinations
Your course may have proctored exams. The University of New England has contracted with ProctorU to provide students with the most convenient online exam proctoring system. This system provides a simple, no cost to the student, secure, online proctor for exams and allows the student to take all the exams at home and on their own schedule.
Upon enrollment into the course, each student will register with ProctorU and establish a login name and password. This will give the student access to all of ProctorU's services. When ready, students will schedule each of their proctored exams with ProctorU. Exams must be scheduled at least 72 hours in advance to avoid fees. Prior to taking their exams, students must be sure that they have downloaded any required additional software. They must also be sure their testing site's connection meets the minimum requirements by using ProctorU's "Test It Out" utility.
Upon the exam day and hour, students will log in to ProctorU and click on "exams". After following the procedures outlined at ProctorU's website, the student will log in to Brightspace and locate their correct exam. The proctor will then allow student access to that exam.
Students must follow all proctoring requirements for their exams to be credited. Please contact your instructor for specific feedback.
Exam Attempts Policy
Students will receive two attempts at all proctored examinations. The higher score of the two attempts will be calculated into the final grade. Students can schedule their second attempt by following the same ProctorU instructions as with the original exam.
All students are encouraged to utilize a second attempt on their exams in order to improve their overall performance in the course.
Course Discussions
Discussion topics cover events or materials related to this course that contribute to a deeper understanding of key concepts and allow you to interact with your classmates and the instructor. Each discussion topic may require you to conduct internet research, read additional materials, visit a specific webpage, AND/OR view a short video before writing a response following the specific guidelines in the discussion topic prompt.
To earn full credit you will need to post a response to the discussion topic, respond to the original posts of other students, and then contribute meaningfully to an ongoing discussion. You may need to post your initial response before you will see any posts from your classmates. For special cases where one or two students are accelerating faster through the course, the instructor will participate in the discussion so that everyone has the opportunity to interact.
Please see Brightspace for a full description, along with specific guidelines, for each discussion topic. Discussion board assignments should be completed, along with all other assignments in the course, in the order that they appear. Due to the course design, you may be unable to take a proctored exam if you do not complete all assignments that appear prior to that exam.
Please also refer to the Grading Policy/Grade Breakdown section of the syllabus to learn the percentage of your grade that each discussion is worth.
Technology Requirements
Please review the technical requirements for UNE Online Programs: Technical Requirements
Course Length
A schedule of lectures and assignments is included in this syllabus. This is, however a self-paced course and you can complete the course in less time.
- Courses in the SPHP program are equivalent to one-semester courses designed to be completed in 16 weeks
- Enrollment in the course begins the day your section opens which is listed in the Academic Calendar found on the Student Success Portal.
- Course start and end dates are in respect to Eastern Time.
Withdrawal and Refund Policies
Please visit the enrollment page to review the withdrawal and refund policies.
Grade Policy
Students are expected to attempt and complete all graded assignments and proctored exams by the end date of the course. View the incomplete grade policy..
Transcripts
Due to the Family Educational Rights and Privacy Act, only the student may request official transcripts. This may be done online by going to the University of New England Registrar website and following the directions on the page.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submission of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.
Using Generative AI When Completing Coursework
Generative AI (GenAI) applications (like ChatGPT) have proven to be powerful and effective tools, and students are encouraged to become familiar with and use them. However, as with any tool, students must use GenAI in ways that support learning, not replace it. Learning to use AI responsibly and ethically is an important skill in today’s society.
In their courses, students are not allowed to use advanced automated tools, such as generative AI tools, on assignments unless explicitly directed to do so. Each student is expected to complete each assignment, including labs and quizzes as applicable, without substantive assistance from others, including automated tools.
Using AI-content generators to complete assignments without proper attribution violates academic integrity. By submitting assignments in UNE courses, you pledge to affirm that they are your own work and you attribute use of any and all tools and sources.
Unauthorized Use
Unauthorized use of AI is treated as a violation of academic integrity.
Citing AI Use
If permitted, students should indicate and cite any use of AI tools.
Instructor responsibility
Instructors should clearly reiterate, using UNE Online’s Policy, how students can use AI tools in their courses, and communicate this policy to students at the beginning of the semester.
Student responsibility
Students must follow the academic integrity policy of the University of New England.