Syllabus
UNE Summer Session
PSY 250: Lifespan Dev in Context – 6 Weeks (C Parent version)
Credits - 3
Description
This course introduces students to developmental theory and research across the lifespan, exploring the interaction of heredity and environment, and its influence from conception to death. In addition, the impact of socio-cultural contexts (e.g., culture, gender, socioeconomic status, race, and ethnicity) on biological/physical, cognitive, and socio-emotional development will be considered throughout.
Materials
Learning Objectives and Outcomes
- Demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, empirical findings, and historical trends related to developmental psychology.
- Describe how developmental theories and concepts can be applied in evaluating and solving human problems related to a variety of issues; for example, parenting, education, close relationships, and mental health.
- Evaluate the ways in which specific socio–cultural contexts (e.g., culture, society, ethnicity, race religion, gender, etc.) influence human growth and development, and how socially responsible behaviors can be informed by these factors.
- Demonstrate scientific reasoning and problem–solving and describe common research methods within developmental psychology including longitudinal, cross– sectional, and cross–sequential research.
- Develop skills in analysis and communication through activities and assignments related to lifespan development in context.
Assignments
Application Activities. Over the course of the session, you will be working through eight (8) topic application activities. These assignments are intended to give you additional practice with or context surrounding the material we are covering in class. You may complete these activities up to the associated Exam without loss of points. Grading for these assignments will be out of 10 points each and there are 8 such activities available throughout the semester. These activities will be graded for completion and accuracy. Points deductions will be applied for incomplete assignments, large amounts of incorrectly answered portions, or poorly completed responses.
Cross-Cultural Comparison Mini-Lecture. This assignment requires that you become the experts on a developmental topic and is specifically designed to highlight the social and global learning objective of the SGA courses.
- Choose a topic that is related to a specific period of the lifespan. Suggestions for topics include, but are not limited to: mental health, childbirth, infant/maternal mortality, teen pregnancy, death and dying rituals, vaccines, learning disabilities, puberty, menopause, aging, adoption, alternative family structures, alcohol/drug use, prenatal care, eating disorders, education, childcare options, discipline, safety, technology, retirement, marriage…
- Research this topic through the lens of two distinct cultural or ethnic groups. For instance, if your topic is “childbirth,” you could investigate birth practices or options in India compared to Amish communities. (The United States may be one of your cultural groups, but this is not required).
- Present what you have learned in an 10-12 slide presentation. More detailed assignment guidelines are posted on Brightspace.
Developing Lives 2.0. Instead of unit quizzes, I will be integrating Macmillan’s Developing Lives 2.0, an interactive learning tool that comes with the textbook. Log in with your Macmillan/Achieve access code that comes with the purchase of the textbook. This parenting simulation is a fun, interactive learning tool to enhance the curriculum of child and life-span development courses. In Developing Lives 2.0, users “raise” a virtual child from sperm-and-egg to teenager. As the child grows, students must respond to events both planned and unforeseen, making important decisions (nutrition choices, doctor visits, sleeping location) and facing uncertain moments (tantrums, bullying, academic difficulties), with each choice affecting how the child grows. Throughout, Developing Lives 2.0 deepens students’ understanding of key concepts in the field with immediate, customized feedback based on child development research.
There are six modules in this Developing Lives 2.0: Introduction, Prenatal, Babies and Toddlers, Early Childhood, Middle Childhood, and Adolescence. Each module within the Developing Lives 2.0 activity requires students to answer a series of questions to proceed. Each module takes between 20 to 30 minutes to complete, depending on how much time students spend reading through the “Learn More” material. Modules must be completed in order, and the previous module must be completed before moving on to the next module.
Exams. There will be a total of two (2) exams throughout this summer session. The exams will be a mix of multiple-choice questions and short answer essays (about one paragraph in length). The exams will cover anything from the readings, lectures, and class assignments or activities.
Exams will be CLOSED-BOOK.
These exams will also be monitored via Honorlock which means that you are required to have a webcam.
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 93 – 100% | 4.00 |
| A- | 90 – 92.9% | 3.75 |
| B+ | 87 – 89.9% | 3.50 |
| B | 83 – 86.9% | 3.00 |
| B- | 80 – 82.9% | 2.75 |
| C+ | 77 – 79.9% | 2.50 |
| C | 73 – 76.9% | 2.00 |
| C- | 70 – 72.9% | 1.75 |
| D | 60 – 69.9% | 1.00 |
| F | 00 – 59.9% | 0.00 |
Schedule
PSY 250 Course Schedule –Summer Session B:
Monday – Sunday
Keep in mind that all assignments are due by 11:59pm EST on the listed due date.
The class schedule is designed to assist you in pacing yourself with the course content, at an accelerated level. As mentioned before, in order for this class to be conducive to your learning, IT IS IMPORTANT FOR YOU TO KEEP UP WITH THE READINGS, LECTURES, AND ASSIGNMENTS AND THEIR RESPECTIVE DUE DATES. Again, I understand that during the summer months, you all have lives, including work and maybe some other summer courses. This is why the below schedule is marked on a daily basis, so that you can pace yourself successfully in this course. Please email me with any questions or concerns based on the following schedule.
|
DATE |
READINGS |
ACTIVITIES & ASSIGNMENTS |
ASSIGNMENTS DUE |
|
5/18
Syllabus & Course Introductions |
o Read the syllabus carefully o Log in or create your account with Macmillan/Achieve |
o Introduce yourself in the course Discussion Board and respond to at least 2 others’ posts o Familiarize yourself with the Brightspace course site o Familiarize yourself with the Macmillan/Achieve course website o Start the Developing Lives 2.0 Activity (create your child) |
o Introduction Discussion DUE 5/21 |
|
5/19 – 5/22
Part 1: The Starting Point |
o Chapter 1: The Science of Human Development o Chapter 2: Theories & Methods of Human Development o Chapter 3: Genetics, Prenatal Development & Birth |
o Read Chapters 1-3 (Fuligni, Fuligni, & Bayne, 2022) o Continue moving through the Developing Lives 2.0 modules
|
o Developing Lives: Introduction Quiz DUE 5/22 o Developing Lives: Prenatal Quiz DUE 5/22 o Application Activity #1 DUE 5/22 |
|
5/23 – 5/26
Part 2: Infancy & Toddlerhood |
o Chapter 4: Infant & Toddler Physical & Cognitive Development o Chapter 5: Infant & Toddler Social & Emotional Development |
o Read Chapters 4 & 5 (Fuligni, Fuligni, & Bayne, 2022) o Continue moving through the Developing Lives 2.0 modules |
o Developing Lives: Infants & Toddlers Quiz DUE 5/26 o Application Activity #2 DUE 5/26 |
|
5/27 – 6/1
Part 3: Early Childhood |
o Chapter 6: Early Childhood Physical & Cognitive Development o Chapter 7: Early Childhood Social & Emotional Development |
o Read Chapters 6 & 7 (Fuligni, Fuligni, & Bayne, 2022) o Continue moving through the Developing Lives 2.0 modules |
o Developing Lives: Early Childhood Quiz DUE 6/1 o Application Activity #3 DUE 6/1 |
|
6/2 – 6/7
Part 4: Middle Childhood |
o Chapter 8: Middle Childhood Physical & Cognitive Development o Chapter 9: Middle Childhood Social & Emotional Development |
o Read Chapters 8 & 9 (Fuligni, Fuligni, & Bayne, 2022) o Continue moving through the Developing Lives 2.0 modules |
o Developing Lives: Middle Childhood Quiz DUE 6/7 o Application Activity #4 DUE 6/7 |
|
6/8
EXAM 1 |
EXAM 1 – Covering Parts 1 – 4 |
|
EXAM 1 DUE on 6/8 at 11:59pm (EST) |
|
6/9 – 6/12
Part 5: Adolescence |
o Chapter 10: Adolescent Physical & Cognitive Development o Chapter 9: Adolescent Social & Emotional Development |
o Read Chapters 10 & 11 (Fuligni, Fuligni, & Bayne, 2022) o Continue moving through the Developing Lives 2.0 modules
|
o Developing Lives: Adolescence Quiz DUE 6/12 o Application Activity #5 DUE 6/12 |
|
6/13 – 6/17
Part 6: Early Adulthood |
o Chapter 12: Early Adulthood Physical & Cognitive Development o Chapter 13: Early Adulthood Social & Emotional Development |
o Read Chapter 12 & 13 (Fuligni, Fuligni, & Bayne, 2022) |
o Application Activity #6 DUE 6/17 o Cross-Cultural Presentation DUE 6/17 |
|
6/18 – 6/21
Part 7: Middle Adulthood |
o Chapter 14: Middle Adulthood Physical & Cognitive Development o Chapter 15: Middle Adulthood Social & Emotional Development |
o Read Chapter 14 & 15 (Fuligni, Fuligni, & Bayne, 2022)
|
o Application Activity #7 DUE 6/21 o Cross-Cultural Presentation DUE 6/21 |
|
6/22 – 6/25
Part 8: Late Adulthood |
o Chapter 16: Late Adulthood Physical & Cognitive Development o Chapter 17: Late Adulthood Social & Emotional Development o Epilogue: The End of Life |
o Read Chapter 16, 17, & Epilogue (Fuligni, Fuligni, & Bayne, 2022) |
o Application Activity #8 DUE 6/25 |
|
6/26
EXAM 2 |
EXAM 2 – Covering Parts 5 – 8 |
|
EXAM 2 DUE on 6/26 at 11:59pm (EST) |
Student Resources
Summer Session Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies. If you are a current UNE undergraduate taking online Summer Session courses, please continue to work with your Advisor and include them on your outreaches.
Questions? Email: summersessiononline@une.edu.
UNE Libraries
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
Further Assistance and Accommodations
Your student support specialist 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 Brightspace, and more.
To request an accommodation a student needs to go through the process with our UNE office. If the student has a current/already established accommodation in place with UNE it is the responsibility of the student to notify the program at summersessiononline@une.edu to ensure it is applied properly.
If you need to inquire about a possible accommodation, please reach out to the Student Access Center by calling 207-221-4418 or send an email to pcstudentaccess@une.edu.
If you are a current UNE undergrad, please continue to work with your coordinator at bcstudentaccess@une.edu and ensure any accommodations you have in place - are put in place for your online Summer Session course(s).
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.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Instructor and Support Contact Information
Check Brightspace for specific instructor and support specialist contact information.
Policies
Make-up policy. DO NOT MISS AN EXAM. With the exception of unexpected illnesses or emergencies, exams will not be rescheduled. If you must miss an exam due to a foreseen scheduling emergency, make arrangements with me in advance and make every effort to schedule the exam prior to the date the exam is scheduled in the class. If you miss an exam due to a last-minute emergency, such as illness, email me AT ONCE. The formatting and nature of any make-up exams will be up to the instructor’s discretion and will only be given in extreme circumstances. Please note that exceptions will be made in extraordinary circumstances at the discretion of the professor. In such cases, documentation must be provided. Arrangements to request a make-up exam must be made within 24 hours of the scheduled exam, otherwise a grade of zero will be entered.
Late policy. Quizzes are due by the start of your assigned class period. Assignments must be turned in online by 11:59pm on the day they are due unless otherwise instructed based on individual circumstances. Any assignment received after this time will automatically receive a 1 letter grade deduction per day that it is late. Outside of extreme and documented emergencies, any assignment passed in more than five (5) days late will not be graded and will be recorded as a zero. If you are reading this carefully, thank you! Please email me a picture of your favorite animal at the email address on page one of the syllabus and I will give you three bonus points on the first exam.
Policy on use of Generative AI (e.g., ChatGPT). This class requires the creation and submission of written assignments, such as the Application Activities and the Cross-Cultural Presentation. All written work is to be written exclusively by YOU, the student. Simple spell and grammar checks are allowed (please use them!), but anything that offers guidance as to word use or new sentences is forbidden. This includes ChatGPT, Grammarly, “Help me write” in Google Docs, etc. There are no exceptions to this policy, please be aware of this!
Summer Session & Academic Engagement Policy
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm EDT of the first week of the term. If a student does not submit a posting to the graded assignment/discussion by 11:59 pm EDT on Sunday of the first week, the student will be automatically dropped from the course for non-participation.
Proctored Examinations
Your course may have proctored exams. For all proctored exams, an external camera is required. Please see the course for the exact exam requirements, test-taker guidance, proctoring format, and allowances (such as calculators or whiteboards, as indicated in the course). https://success.une.edu/science-prerequisites/honorlock/
Information about exam attempts can be found in your course.
Course Length
A schedule of lectures and assignments is included in this syllabus.
Courses in the program are equivalent to one-semester courses designed to be completed in 6 or 12 weeks.
- Enrollment in the course begins the day your section opens which is listed in the Academic Calendar. Students in online Summer Session courses will have early access the Saturday prior to the course start date to review course content as needed.
- Course due dates, start and end dates are in respect to Eastern Time.
Technology Requirements
Please review the technical requirements for UNE Online Programs: Technical Requirements.
Withdrawal and Refund Policies
Please review the policies in your confirmation email. Contact summersessiononline@une.edu with any questions.
Grade Policy
Students are expected to attempt and complete all graded assignments and proctored exams by the end date of the course.
Late Policy
Unless stated otherwise by your faculty: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days, the assignment will not be accepted. Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3-point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded. Please make every effort ahead of time to contact your instructor if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
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 College. 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 AI Use 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.