COURSE SYLLABUS

COURSE NUMBER AND TITLE

PSYC 2314 Life Span/Growth and Development

COURSE (CATALOG) DESCRIPTION

Life Span Growth and Development is a study of social, emotional, cognitive, and

physical factors and influences of a developing human from conception through

death.

INSTRUCTOR: Kathy L. Lanoy

E-MAILS: kllanoy@tstc.edu / kllanoy@yahoo.com

TELEPHONE: 956-245-0294

PRIMARY COURSE REQUIREMENTS:

This course includes eleven chapters addressed through lectures and a variety of

assignments and assessments. The remaining eight chapters are the subjects of

students’ research papers and power points. Due dates will be listed within the

syllabus and online at Moodle.

LEARNING OBJECTIVES (OUTCOMES):

Upon completion of this course, the student will be able to:

1. Describe the stages of the developing person at different periods of the life

span from birth to death.

2. Discuss the social, political, economic, and cultural forces that affect the

development process of the individual.

3. Identify the factors of responsible personal behavior with regard to issues

such as sexual activity, substance abuse, marriage, and parenting.

4. Explain the biosocial, cognitive, and psychological influences throughout

the lifespan as an ongoing set of processes, involving both continuity and

change.

5. Describe the different developmental perspectives of the primary theories

related to development.

6. Identify examples of some of the cultural and ethnic differences that

influence development throughout the lifespan.

7. Identify and discuss the various causes or reasons for disturbances in the

developmental process.

8. Identify various research methods and their characteristics used in the

scientific study of human development.

CORE OBJECTIVES (OUTCOMES):

1. Critical Thinking (CT)

Students will engage in creative and/or innovative thinking, inquiring

analysis, evaluation, synthesis of information, organizing concepts, and

constructing solutions.

2. Communication Skills (CS)

Students will demonstrate effective development, interpretation and

expression of ideas through written, oral, and visual communication.

3. Empirical and Quantitative Skills (EQS)

Students will demonstrate the ability to consider different points of view

and to work effectively with others to support a shared purpose or goal.

4. Social Responsibility (SR)

Students will demonstrate intercultural competency and civic knowledge by

engaging effectively in local, regional, national, and global communities.

MAJOR COURSE LECTURE, TOPICS DESCRIPTION/REQUIRED/RECOMMENDED

READINGS/ELECTRONIC RESOURCES TO VIEW:

TENTATIVE COURSE SCHEDULE (Subject to change by your instructor)

Week Topic/Lecture/Event Measurable Activity

1 Chapter 1: An Introduction to Lifespan Development

Discuss an orientation to life span development.

Compare and contrast key

Reflective Essay Demonstrate an understanding of lifespan development, and apply it to one’s life &

issues and inquiries. community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility). Due Week 2

Lifespan Development Tabled Assessment (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility) Due Week 2

2 Chapter 1: An Introduction to Lifespan Development

Compare and contrast theoretical perspectives on lifespan development.

Reflective Essay Demonstrate an understanding of theories related to lifespan development, and apply it to one’s life & community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility).

Due Week 3 Theoretical Tabled

Assessment (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility) Due Week 3

3 Chapter 1: An Introduction to Lifespan Development

Discuss and apply research methods.

Annotated Bibliography Research a subject of choice related to lifespan development and qualitative research.

Annotate, analyze, evaluate, & synthesize two scholarly, peer-reviewed journal articles (Skills: Critical Thinking, Communication, & Personal Responsibility). Due Week 4

4 Chapter 2: The Start of Life: Prenatal Development

Discuss factors and influences on earliest development.

Explain the interaction of heredity and environment.

Discuss Prenatal Growth and Change.

Reflective Essay Demonstrate an understanding of pre-natal development, and apply it to one’s life & community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility). Due Week 5

5 Chapter 3: Birth and the Newborn Child

Explain the physiological process of birth.

Discuss complications in the birthing process and alternative birthing methods.

Explain the role of the senses in the competent newborn.

Reflective Essay Demonstrate an understanding of the birthing process and the newborn child, and apply it to one’s life & community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility). Due Week 6

Week Topic/Lecture/Event Measurable Activity 6 Chapter 4: Physical Development

in Infancy Discuss factors influencing

Reflective Essay Demonstrate an understanding of an

growth and stability. Discuss factors influencing

motor development. Discuss the development

of the senses.

infant’s physiological development, and apply it to one’s life & community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility). Due Week 7

7 Chapter 5: Cognitive Development in Infancy

Explain Piaget’s approach to cognitive development (Cognitive Theory).

Explain information processing (Information Processing Approach).

Discuss the roots of language (Language Acquisition).

Reflective Essay Demonstrate an understanding of an infant’s cognitive development, and apply it to one’s life & community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility). Due Week 8

8 Chapter 6: Social and Personality Development in Infancy

Discuss factors for developing the roots of sociability.

Discuss the forming of relationships.

Explain the differences among infant social and personality development.

Reflective Essay Demonstrate an understanding of an Infant’s social and personality development, and apply it to one’s life & community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility). Due Week 9

Infancy Development Tabled Assessment (Skills: Critical Thinking, Communication, Personal

Responsibility, & Social Responsibility) Due Week 9

9 Chapter 7: Physical and Cognitive Development in the Preschool Years Chapter 8: Social and Personality Development in the Preschool Years Chapter 9: Physical and Cognitive Development in Middle Childhood Chapter 10: Social and Personality Development in Middle Childhood

Research Papers/ Research Power Points

Research an aspect of development related to preschool years or middle childhood. In a research paper or a power point, explain, analyze, evaluate, & synthesize physical, cognitive, social, & personality development (Skills: Critical Thinking, Communication, Teamwork, & Personal Responsibility). Due Week 9

10 Chapter 11: Physical and Cognitive Development in Adolescence

Explain physical maturation of the adolescent.

Discuss cognitive development and learning (Formal Operational Thought).

Discuss threats to adolescents’ well-being.

Reflective Essay Demonstrate an understanding of an adolescent’s physical and cognitive development, and apply it to one’s life & community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility). Due Week 11

Week Topic/Lecture/Event Measurable Activity 11 Chapter 12: Social and

Personality Development in Reflective Essay

Demonstrate an

Adolescence Explain the adolescents’

developing identity and change.

Discuss relationships of the adolescents (family and friends).

Discuss adolescent issues of dating, sexual behavior, and teen pregnancy.

understanding of adolescent’s social and personality development, and apply it to one’s life & community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility).

Due Week 12 Adolescent Development

Tabled Assessment (Skills: Critical Thinking & Communication) Due Week 12

12 Chapter 13: Physical and Cognitive Development in Early Adulthood Chapter 14: Social and Personality Development in Early Adulthood Chapter 15: Physical and Cognitive Development in Middle Adulthood Chapter 16: Social and Personality Development in Middle Adulthood

Research Papers/ Research Power Points

Research an aspect of development related to early adulthood or middle adulthood. In a research paper or a power point, explain, analyze, evaluate, & synthesize physical, cognitive, social, & personality development (Skills: Critical Thinking, Communication, Teamwork, & Personal Responsibility). Due Week 12

13 Chapter 17: Physical and Cognitive Development in Late Adulthood

Discuss the aging process

Reflective Essay Demonstrate an understanding of physical and cognitive

in late adulthood. Discuss health and

wellness in late adulthood. Explain the cognitive

development of the elderly in late adulthood.

development in late adulthood, and apply it to one’s life & community (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility). Due Week 14

14 Chapter 18: Social and Personality Development in Late Adulthood

Explain personality development and successful aging.

Discuss issues common to daily life in late adulthood.

Discuss the changes in relationships in late adulthood.

Lifespan Interview Demonstrate an understanding of development in late adulthood. Conduct an interview with a person in late adulthood. Interpret, analyze, evaluate, & synthesize physical, cognition, social, & personality development (Skills: Critical Thinking, Communication, & Social Responsibility). Due Week 15

15 Chapter 19: Death and Dying Explain dying and death

across the lifespan. Discuss the issues related

to confronting death. Compare and contrast

theories on death and dying.

Discuss the stages of loss, grief, and bereavement.

End of Life Tabled Assessment (Skills: Critical Thinking, Communication, Personal Responsibility, & Social Responsibility) Due Week 15

Annotated Bibliography Research a subject of choice related to lifespan development and quantitative research. Annotate, synthesize, &

relate observable & numerical data presented in two scholarly, peer-reviewed journal articles (Skills: Critical Thinking, Communication, & Empirical & Quantitative). Due Week 15

ASSIGNED READINGS FOR COURSE:

Students will be responsible for readings that come from the required textbook

and any additional readings associated with weekly lectures, discussions, and

assignments.

REQUIRED TEXTBOOK:

Feldman, R. S. (2014). Development across the Life Span (7th ed.). Upper Saddle

River, NJ: Prentice Hall. ISBN #10: 0-205-93513-3.

GRADING CRITERIA:

Final grades will be based on a variety of assessments:

10 Reflective Essays = 100 points

5 Tabled Assessments = 100 points

2 Annotated Bibliographies = 200 points

Research Paper/Research Power Point = 100 points

Interview = 100 points

Attendance = 150 points

LATE FEES (PENALTIES):

All assessments are subject to late fees, and these vary, depending upon the value

of the assessment.

10 Points = ½ per week

20 Points = 1 per week

100 Points = 2 per week

GRADING SCALE:

A = 90-100

B = 80-89

C = 70-79

D = 60-69

F = 0-59

ACCOMMODATION STATEMENT:

If you have a documented disability which will make it difficult for you to carry out

class work as outlined and/or if you need special accommodations due to a

disability, please contact (956) 364-4520 or visit the Support Services Office

located in the Consolidated Student Services Center (Building EK).

CLASS POLICIES:

1. Regular and punctual attendance to EVERY class is expected. After the

12th class day, the student is responsible for withdrawing from the

course; otherwise, a grade of “F” will be assigned to the student at the

end of the course.

2. The use of electronic devices of any kind WILL NOT BE TOLERATED. Save the

entertainment for hours before and/or after the class. As for texting and/or

making or taking calls, do so outside the auditorium. Such use is an

unwelcome interruption to others in the class and definitely a sign of

disrespect. Disobedience of this policy after a warning will result in the

student’s removal from the auditorium (without credit for attendance or

assignments or tests due on that specific day). Continued disobedience of

this policy will lead to permanent removal from the course. This action will

be at the discretion of the instructor. If it does occur, the student will be

responsible for withdrawing from the course by April 4th. Otherwise, a

grade of “F” will be assigned to the student at the end of the course.

3. Electronic devices to be used for note-taking only will be permitted. Have

them fully charged for class, for absolutely no cords will block the

walkways. If the device dies, exercise the hand. The safety of everyone in

this auditorium is of the utmost importance.

4. It is the responsibility of the STUDENT, not the instructor, to see the

instructor concerning missed assignments and tests, and it is at the

discretion of the instructor that missed assignments and tests will be

scheduled to be taken and/or accepted. Absences must be due to a

personal illness or emergency and approved by the instructor. Telephone

calls to the department or the instructor do not make the absences excused

ones. It is recommended to meet with the instructor at the next class and

to volunteer documentation of any absence written by an appropriate

authority.

5. Do see the instructor concerning any missed assignments immediately after

the absence. This means the first hour of the next scheduled class. If the

instructor agrees to scheduling the missed assignment or test, the deadline

is the deadline. There will be NO EXCEPTIONS!

6. Assignments from this course are subject to being archived for general

education assessment. Procedures will adhere to protocol as prescribed by

the research guidelines of the Association for Institutional Research.

ACADEMIC DISHONESTY:

Academic honesty is fundamental to the activities and principles of an

educational institution. All members of the academic community must be

confident that each person’s work has been responsibly and honorably acquired,

developed, and presented. Any effort to gain an advantage not given to all

students is dishonest whether or not the effort is successful. The academic

community regards academic dishonesty as an extremely serious matter, with

serious consequences that range from probation to expulsion. When in doubt

about plagiarism, paraphrasing, quoting, or collaboration, consult the course

instructor, and or TSTC Harlingen, Student Handbook: Code of Student Conduct.

Academic Dishonesty includes but is not necessarily limited to the following:

A. Cheating or knowingly assisting another student in committing an act of

cheating or academic dishonestly;

B. Presenting work taken from another author, source, and/or student

without due credit.

Instructors are professionals who are trained to recognize plagiarism. Normally, it

is very evident through complexity of subject, style, structure, word choice, et

cetera. As well, instructors utilize available sources to verify an assignment’s

authenticity.

Intellectual honesty is fundamental to scholarship. Accordingly, the College views

plagiarism or cheating of any kind in academic work as among the most serious

offenses that a student can commit. Academic dishonesty can result in a grade of

F or 0 for the particular test or assignment involved. A student wishing to contest

this ruling must do so within one (1) week after return of graded papers.

COPYRIGHT STATEMENT:

The materials used in the course [textbooks, handouts, media files (podcast, MP3,

Videos, RSS (Feeds), and all instructional resources on the colleges Learning

Management System (Moodle)] are intended for use only by students registered

and enrolled in this course and are only to be used for instructional use, activities

associated with, and for the duration of the course. All materials generated for

this course, which includes but are not limited to syllabi, quizzes, exams, lab

problems, in-class materials, review sheets, and any additional materials.

These materials may not be retained in another medium or disseminated further.

They are provided in compliance with the provisions of the Teach Act. These

materials may not be reproduced, displayed, modified or distributed without the

express prior written permission of the copyright holder or TSTC. For further

information contact your instructor.

COMMUNICATION WITH INSTRUCTOR (MyMail E-Mail System):

All official college E-mail to students is sent through MyMail, the official student

e-mail system at TSTC Harlingen. When communicating with instructors and/or

employees of the college, you are required to use your TSTC MyMail student e-

mail address. If you choose to forward your e-mail to another account, please be

advised that you must respond from the MyMail account.

TSTC Harlingen faculty, staff, and students are asked to report all threats,

perceived or real, immediately to College Police located in the Auxiliary Building.

If the threat is imminent, the College Police emergency phone line at 364-4234 or

9-911 should be called. College Police will then coordinate the proper response in

accordance with State and federal laws and TSTC System/College rules and

regulations.

NOTE: Any changes to this syllabus will be provided in writing to the student and

updated on all posted locations (HB 2504, course Moodle sites, building offices,

etc.).

LAST DAY FOR WITHDRAW WITH “W” IS APRIL 04, 2014.