Course Description

This course is intended for psychology students and for students in other disciplines that require knowledge and understanding of how people grow and develop throughout the life span. The course provides a sample representation of evidence-based theoretical perspectives and research findings that have helped to increase our knowledge and understanding of factors that influence our biophysical, cognitive, and psychosocial development.

This particular course section also provides information on factors that may affect our overall health, including severe and/or chronic stress; as well as information on wellness enhancing practices that may help alleviate negative stress and promote healthy development.

Rationale/Purpose

As reflected in the course description, the main purpose of this course is to provide an in-depth discussion of major theories and research in the area of human development. The course will help students increase their knowledge and understanding of factors that influence our physical, cognitive, and psychosocial development. The main purpose of the course is reflected in the course requirements, learning objectives, and required readings.

Course Requirements

To accomplish the purpose of the course, students will be required to study the information that appears in handouts developed by the instructor and relevant information from the textbook. Students will also be required to take four multiple-choice tests and submit one short written assignment that focuses on wellness enhancing practices.

Other requirements include (1) completing a course orientation, (2) filling out and submitting the orientation forms within the specified deadline, (3) following the instructions and policies included in the full course syllabus, (4) using ACC student email address when contacting the instructor, and (5) checking Blackboard regularly.

The full course syllabus and online orientation are scheduled to be posted on Blackboard at the start of the semester.

Course Designation

This is a campus hybrid course section. The on-campus classes consist of interactive lectures and informal group discussions. Handouts developed by the instructor for each instructional unit will be provided via Blackboard to help students in their studying and test preparation. Printed copies of some of the handouts may be distributed in class depending on number of students. Tests and assignments must be submitted via Blackboard during the availability periods specified in the full course syllabus.

Submitting tests via Blackboard allows the students more time than is possible during on-campus class time. Via Blackboard students have up to two hours to answer each of the tests. Each test has 50 multiple-choice items. Also, taking the tests via Blackboard allows students the possibility of retaking the tests during the availability period if they want a higher score. Only one retake is allowed for each test. Highest score of the two submissions (original testing and retake) will be recorded as student's score for that test. Each test will be available online for four days via Blackboard. This allows students more flexibility.

Note: More detailed information is included in the full course syllabus to be posted on Blackboard.

Textbook:

Sigelman and Rider.  Life-Span Human Development from Cengage. Textbook is required. The 10th edition is the latest edition and unused copies have access to a  MindTap feature, which is NOT required nor used in this course. Because the MindTap feature is not required nor used in this course, students may buy a used copy of the 10th or 9th edition if they prefer; which should be cheaper. Although the 10th edition is preferred, the 9th edition will be accepted.

Additional information and updates about the textbook will be provided during the first day of class via full course syllabus and/or Blackboard email.          

Handouts:        

Ramos-Cancel, M.L. Instructional Materials for the Human Growth and Development Course (Latest revisions: 2019, 2020, 2021, 2022, 2023). These materials (handouts) are required. They are provided by the instructor via Blackboard. Printed copies of some of these materials may also be distributed in class.

These materials (handouts) were developed by the instructor to help students in their studying and test preparation. There are four sets of handouts, one set for each of four instructional units. These materials are directly linked to the instructor-developed tests.

Handouts include the following:

(1) Learning Objectives

(2) Detailed Instructor's Notes

(3) Study/Review Questions

(4) Sample Test Items.

The first set of handouts will be posted on Blackboard during the first week.

Note: More detailed information is included in the full course syllabus to be posted on Blackboard.

I.  Basic Life-Span Human Development Topics

A. Research, Key Principles, and Perspectives

1.   Human Development Research and Key Principles

2.   Major Theoretical Perspectives and Proponents

3.   Developmental Domains and Periods

B.  Genetic-Environmental Influences on Development

1.   Genetic Code, Mechanisms, and Processes

2.   Gene-Environment Interaction and Correlation

3.   Genetic-Environmental Influences on Specific Traits

C. Biological Basis of Human Development

1.   Neurons, Neurotransmitters, and Nervous System

2.   Other Biological Systems, Structures, and Mechanisms

D. Stress, Development, and Wellness

1.   Types of Stress and Potential Sources

2.   Reactions, Effects, Health/Wellness Practices

II. Physical Development Throughout the Life-Span

A. Physical and Neurological Changes

1.   During Different Developmental Periods

2.   Biological/Genetic Basis and Environmental Influences

3.   Achievements, Challenges, Opportunities

B. Sensation, Perception, and Motor Abilities

1.   During Different Developmental Periods

2.   Biological/Genetic Basis and Environmental Influences

3.   Achievements, Challenges, Opportunities

C.  Life, Death, Aging, and Physical Health

1.   Definitions and Views of Life and Death

2.   Theories of Aging and Main Causes of Death

3.   Achievements, Challenges, Opportunities

D. Life-Challenging Health Conditions

1.   Cancers and/or Cardiovascular Diseases

2.   Biophysical, Cognitive, and Emotional Effects

3.   Contributing Factors and Health/Wellness Practices

III. Cognitive Development Throughout the Life-Span

A.  Learning, Cognition, and Memory

1.   During Different Developmental Periods

2.   Biological/Genetic Basis and Environmental Influences

3.   Achievements, Challenges, Opportunities

B. Thinking, Reasoning, and Knowledge

1.  During Different Developmental Periods

2.  Biological/Genetic Basis and Environmental Influences

3.   Achievements, Challenges, Opportunities

C. Language, Intelligence, and Creativity

1.   During Different Developmental Periods

2.   Biological/Genetic Basis and Environmental Influences

3.   Achievements, Challenges, Opportunities

D. Neurocognitive Disorders and Impairments

1.   Alzheimer's/Vascular and Age-Related/Others

2.   Biophysical, Cognitive, and Emotional Effects

3.   Contributing Factors and Health/Wellness Practices

IV. Psychosocial Development Throughout the Life-Span

A. Personality, Self-Concept, Identity, Emotions

1.   During Different Developmental Periods

2.   Biological/Genetic Basis and Environmental Influences

3.   Achievements, Challenges, Opportunities

B.  Attachment, Family Structure/Climate, Relationships

1.   During Different Developmental Periods

2.   Biological/Genetic Basis and Environmental Influences

3.   Achievements, Challenges, Opportunities

C. Social Cognition, Moral Reasoning, Social Behavior

1.   During Different Developmental Periods

2.   Biological/Genetic Basis and Environmental Influences

3.   Achievements, Challenges, Opportunities

D. Experiencing Stress During Life-Span Periods

1.   Sources of Stress During Life Span Periods

2.   Reactions, Effects, Health/Wellness Practices

Note: When discussing a particular domain (physical, cognitive, psychosocial), relevant topics from the other domains are included. Within a domain, some topics may be emphasized more than others. More detailed information is included in the full course syllabus to be posted on Blackboard.

Learning Objectives/Outcomes

Students are expected to demonstrate knowledge and understanding of concepts and definitions covered in the course. Also, students should be able to use this knowledge and understanding to reflect on their own personal life experiences or observations. They should be able to relate these experiences or observations to theories and research findings addressed in the course. Specific learning objectives for each instructional unit appear in the full course syllabus.

The learning objectives, together with the instructor-developed study/review questions, will give students an idea of the type of information they should be able to recognize on the tests. The learning objectives and the study/review questions should also aid students' progress and help them to be more focused.

The test questions cover information addressed in the instructor's detailed notes handouts and relevant information in the textbook. Some test questions focus on conceptual knowledge (e.g. definition of concepts and processes) while other test questions focus on application and examples.

Study tips to enhance student learning and prepare for the tests are included in full course syllabus.

Note: More detailed information is included in the full course syllabus to be posted on Blackboard.