Course Syllabus
Course: PSY 1100
Division: Social and Behavioral ScienceDepartment: Social Science
Title: Developmental Psychology
Semester Approved: Spring 2018
Five-Year Review Semester: Spring 2023
End Semester: Spring 2024
Catalog Description: In this course students learn about the fundamental principles of growth and development from conception through childhood to old age. The course includes the study of the biological process of development, as well as the emotional, social, cognitive, and psychological development of the individual within a cultural and historical context. This course is cross-listed with HFST 1500.
General Education Requirements: Social and Behavioral Science (SS)
Semesters Offered: TBA
Credit/Time Requirement: Credit: 3; Lecture: 3; Lab: 0
Justification: This course is designed to give students a basic introduction to the study of human growth and development. The course serves as a prerequisite for a number of other classes offered within the Department of Home and Family Studies, as well as majors offered at the university level. Those majors include Child Development, Family and Consumer Science Education, Early Childhood Education, Elementary Education, Family Studies, and Nursing. The course currently fills the Social and Behavioral Science general education category at Snow College and most other institutions in the USHE system. Similar courses are taught at all USHE institutions.
General Education Outcomes:
1: A student who completes the GE curriculum will have a fundamental knowledge of human cultures and the natural world, with particular emphasis on American institutions, the social and behavioral sciences, the physical and life sciences, the humanities, the fine arts and personal wellness. The major theories in the field of Developmental Psychology will be discussed and students are required to apply these theories while analyzing an event from their own lives. As part of this analysis, they will also include a discussion on how historical events and cultural biases impact their behavior and the behavior of others. Students are also asked to demonstrate their understanding of the scientific method and social science research methods by designing a simple research project.
2: A student who completes the GE curriculum can read, retrieve, evaluate, interpret, and deliver information using a variety of traditional and electronic media. The ability to retrieve, read, evaluate and interpret current research is an essential part of the social and behavioral sciences. Students are required to locate and read several articles from professional research journals, read the articles, and then write a summary (abstract) for each article. They will also be asked to identify information that is new to them and describe how they can apply it to their own lives. Students also have the opportunity to present their findings to the class in a poster session.
6: A student who completes the GE curriculum can reason analytically, critically, and creatively about nature, culture, facts, values, ethics, and civic policy. By using case studies, students are asked to identify a project, it's possible causes, and their proposed solution to the problem. The case studies are designed to address relevant social issues and the possible ethical and legal concerns they present.
General Education Knowledge Area Outcomes:
1: Using Bronfenbrenner's Ecological Systems Theory, students will examine the role history and culture play in determining our behavior. This will be done through a written assignment to be evaluated by the instructor. Using Bronfenbrenner's Ecological Systems Theory, students will examine the role history and culture play in determining our behavior. This will be done through a written assignment to be evaluated by the instructor.
2: Develop and communicate hypothetical explanations for individual human behavior within the large-scale historical or social context. Students will be able to apply the major theories in the field of Human Development. Using these theories to evaluate a significant event or stage of development from their own lives, students will write a paper that will be evaluated by the instructor.
3: Draw on the social and behavioral sciences to evaluate contemporary problems using social science research methodology. Students will be able to identify the different methods used in conducting scientific research in the social sciences by designing a research project. This project would include a research question, determining which method would be best suited to answer the question, the cautions and concerns associated with the method selected, and the anticipated results. The instructor will evaluate this project.
4: Describe and analytically compare social, political, economic, cultural, geographical, and historical settings and processes other than one’s own. Students will read from a number of different case-studies and will be asked to identify the different social, political, economic, cultural, geographical, and historical factors. This be assessed through written assignments.
5: Explain and use the social-scientific method to test research questions and draw conclusions. After participating in classroom activities where the typical behaviors for each of the developmental stages are identified and discussed, students are asked to identify these behaviors on a unit exam to be evaluated by the instructor.
6: Write effectively within the social science discipline, using correct disciplinary guidelines, to analyze, interpret, and communicate about social science phenomena. Students will be able to examine and report on current research in the field of Human Development. Students are required to fine articles from professional research journals and write summaries (abstracts) for each article. These will be reviewed by the instructor and then returned to the student for correction. Student will then present their findings to the class in a poster session.
Student Learning Outcomes:
Students will be able to apply the major theories in the field of Human Development. Using these theories to evaluate a significant event or stage of development from their own lives, students will write a paper that will be evaluated by the instructor.
Students will be able to identify the different methods used in conducting scientific research in the social sciences by designing a research project. This project would include a research question, determining which method would be best suited to answer the question, the cautions and concerns associated with the method selected and the anticipated results. The instructor will evaluate this project.
Students will be able to examine and report on current research in the field of Human Development. Students are required to find articles from professional research journals and write a summary or abstract for each article. These abstracts are reviewed by the instructor and then returned to the student for corrections. Students will then present their findings to the class in a poster session.
Students will be able to identify and discuss the developmental stages and the typical behavior associated with development throughout the life span. After participating in classroom activities where the typical behaviors for each of the developmental stages are identified and discussed, students are asked to identify these behaviors on a unit exam to be evaluated by instructor.
Students will be able to describe the cognitive, social and biological processes associated with development across the life span. After participating in classroom activities where the typical behaviors for each of the developmental stages are identified and discussed, students are asked to identify these behaviors on a unit exam to be evaluated by the instructor.
Students will be able to evaluate and discuss behavior from a historical and cultural context. Using Bronfenbrenner's Ecological Systems Theory, students will examine the role of history and culture play in determining our behavior. This will be done through a written assignment to be evaluated by the instructor.
Content:
- Foundations of Human Development
- Scientific Method and Social Science Research Methods
- Developmental Theories
- Genetic Influences
- The First Two Years
- Early Childhood
- Middle Childhood
- Adolescence
- Emerging Adulthood
- Adulthood
- Retirement and Aging
Key Performance Indicators:
Exams 50 to 60%
Written Assignments & Projects 20 to 30%
Literature Review 10 to 20%
Observations and Case Studies 5 to 10%
Misc. Assignments 0 to 10%
Representative Text and/or Supplies:
Berger, Kathleen, "Invitation to the Life Span." Worth Publishing. Current Edition.
Pedagogy Statement:
The content of the course will be examined through lecture, small group activities (in and out of class), classroom discussions and a variety of other media platforms.
Instructional Mediums:
Lecture
IVC
Online
Hybrid
Maximum Class Size: 70
Optimum Class Size: 36