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

Textbook

Lally, M. & Valentine-French, S.  (2019).  Lifespan development:  A psychological perspective (2nd edition).  Creative Commons. http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf

Other

Mandatory UNE-approved webcam – To be used during proctored exams

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:

  1. Describe the scientific methodology and research designs typically employed in research in human development
  2. Identify the nature of interaction between biology and environment and its influence on development throughout the lifespan
  3. Discuss human genetics and issues related to prenatal development, birth, and infancy
  4. Discuss the major developmental milestones in physical, cognitive, and socioemotional domains throughout the human lifespan
  5. Analyze significant theories of cognitive development, including those of Piaget, Vygotsky, and the information-processing approach
  6. Examine key issues of development in adulthood, including marriage and divorce, parenting, midlife, and careers choices
  7. Analyze the key issues of development in late adulthood, including retirement, living arrangements, cognitive changes, death and grieving
  8. Judge the alignment of expected milestones of development with observed/reported milestones reached by an individual in childhood or adolescence
  9. Judge the alignment of expected milestones of development with observed/reported milestones reached by an individual in early, middle, or late adulthood 

Assignments

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.

Discussion Boards

Discussion boards 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 asks them to apply research from life span psychology to suggest a strategy for producing the best outcome.

Annotated Bibliography

Students will work collaboratively with peers to create an annotated bibliography based on a topic which the student can select from a list provided.

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 1 hour and 1 attempt to complete the exam.  This exam will be open-book, open-note. 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 CategoryGrade
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 3%)21%
Annotated Bibliography (1 X 10%)10%
Creative Assignment ( 1 X 10%)10%
Life Span Interview12%
Final Cumulative Exam12%
Total100

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/Resources

Assignments

1

Introduction to LifeSpan Psychology

Video Lecture

Textbook – Chapter 1

Discussion Board 1; 

Self-assessment – Perspectives in Lifespan Development

2

Heredity, Prenatal Development, and Birth

Textbook – Chapter 2

Video – Nine Months in the Womb

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

Video  – The Developing  Child

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

Video – Strange Situation Experiment

Problem-based Learning Scenario – Cry It Out

5

Early Childhood – Physical and Cognitive Development

Textbook – Chapter 4 pages 115 – 138

Video – The “False Beliefs Test” Theory of Mind

Reflection Paper – Would you have been a good eye-witness as a child?

6

Early Childhood – Socioemotional Development

Textbook – Chapter 4 pages 139 – 163

Video – Play in Early Childhood

Problem-based Learning Scenario – Discipline and Parenting

7

Middle and Late Childhood – Physical and Cognitive Development

Textbook – Chapter 5 pages 164 – 192

Video – The Approach to Treating Childhood Obesity

Reflection Paper – Disabilities in the Classroom

8

Middle and Late Childhood – Socioemotional Development

Textbook – Chapter 5 pages 193 – 214

Video – What Kids Say About Bullying and How to End It

Collaborative Project – Annotated Bibliography

9

Adolescence – Physical and Cognitive Development

Video Lecture

Textbook – Chapter 6 pages 215 – 232

Video – The Mysterious Workings of the Adolescent Brain

Discussion Board 2; Problem-Based Learning Scenario – Teen Driving

10

Adolescence – Socioemotional Development

Textbook – Chapter 6 pages 233 – 245

Video – Teen Voices: Friendships and Social Media

Reflection Paper – Adolescent Identity

11

Emerging and Early Adulthood – Physical and Cognitive Development

Textbook – Chapter 7 pages 246 – 273

Video – The Diversity of Sex, Gender, and Sexual Orientation

Problem-based Learning Scenario – Career Development and Employment in Early Adulthood

12

Early Adulthood – Socioemotional Development

Textbook – Chapter 7 pages 274 – 306

Video – Why does it take so long to grow up today?

Problem-based Learning Scenario – Modern Parenting

13

Middle Adulthood – Physical and Cognitive Development

Textbook – Chapter 8 pages 307 – 337

Video – Fluid and Crystalized Intelligence

Reflection Paper – Preventing Decline

14

Middle Adulthood – Socioemotional Development

Textbook – Chapter 8 pages 338 – 371

Video – Midlife Crisis Needs a Rebrand

Problem-based Learning Scenario – Type A Personalities and Stress

15

Late Adulthood

Textbook – Chapter 9

Video – Longevity and Security

Creative Project – Plan Your Own Retirement

16

Death and Dying

Textbook – Chapter 10

Video – Let’s Talk about Dying

Life Span Interview;

Cumulative Final Exam – See UNE’s ProctorU page for information about signing up and scheduling your exam. 

Student Resources

Student Portal: Your Best UNE Resource

We created the UNE Online Student Portal, specifically for you, to be a useful collection of information to support you as you navigate your online course(s).

From the UNE Online Student Portal, you can access:

  • Blackboard
  • Technical Support
  • Library
  • Bookstore
  • UNE Email
  • U-Online

The portal also features:

  • Dates to Remember
  • Support and Services
  • Contact information for your Support Specialist
  • Academic Resources - links to the Academic Calendar, Registrar and Academic Calendar
  • Financial - links to eBilling, Financial Aid and Student Accounts

Instructor and Support Contact Information

Check the course welcome page in Blackboard for specific instructor and support specialist contact information.

Further Assistance

Your student service advisor monitors course progression and provides assistance or guidance when needed. They can assist questions regarding ordering course materials, University policies, billing, navigating the course in Blackboard, and more.

Student Lounge

The Student Lounge Discussion Board 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

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 the ProctorU Chrome or Firefox extension and are using the most current version of Chrome or Firefox. 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 web site, the student will log in to Blackboard and locate their correct exam. The proctor will then allow student access to that exam.

Students must use ProctorU and must follow all proctoring requirements for their exams to be credited.

Proctored exams are not available for review at any time. You will not be able to see the questions, nor the answers you've given, after completing the exams. Please contact your instructor for specific feedback.

Course Discussions

Discussion board assignments cover interesting current 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 assignment may require you to conduct internet research, read additional materials (a short journal or magazine article), visit a specific webpage, AND/OR view a short video prior to writing a response following the specific guidelines in the assignment.

To earn full credit: you will need to post a response to the discussion topic, respond to the original posts of at least two other students, and then contribute meaningfully to an ongoing discussion. You will need to post your initial response before you will see any posts from your classmates. Please keep in mind that only this initial response is included in your assignment grade, so make sure you have followed all of the guidelines and written a complete response prior to submitting the post. 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 Blackboard for a full description, along with specific guidelines, for each assignment. 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 board assignment is worth.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: https://online.une.edu/online-learning/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.

  1. Courses in the SPHP program are equivalent to one-semester courses designed to be completed in 16 weeks
  2. Enrollment in the course begins the day your section opens which is listed in the Academic Calendar found on the Student Success Portal.
  3. Course start and end dates are in respect to Eastern Time.

Withdrawal and Refund Policies

Please visit this 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. To view the incomplete grade policy, please click here.

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.

To view your unofficial UNE student transcript:

  1. Log into uonline at https://uonline.une.edu
  2. Select Student Services
  3. Select Student Records
  4. Select Academic Transcript

To request your official UNE student transcript:

Please review your Unofficial Transcript prior to requesting an Official Transcript.

  1. Log into uonline at https://uonline.une.edu
  2. Select Student Services
  3. Select Student Records
  4. Select Request Printed/Official Transcript
  5. Follow the prompts

After you click Submit Request, your official transcript will be put into the queue to be printed in the Registrar’s Office.

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:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submission of the same paper or report for assignments in more than one course without permission of each instructor.
  5. 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.