314 Master Syllabus
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Human Development and the Learner
PSY 314
<Date>
Instructor:
Class Time:
Class Location:
Email:
Office:
Office Hours:
Required Text:
<varies by instructor>
Students in this course are required to subscribe to LiveText, a web-based electronic portfolio system.
Designated assignments must be placed in your LiveText portfolio and be made accessible to the
instructor for review and assessment purposes. Students who fail to do so will not receive credit for
these assignments, and may not receive credit for the class. For assistance in subscribing or using
LiveText, students can contact the LiveText E-Portfolio Help Desk at 963-1671. The website for
LiveText can be found at: http://college.livetext.com/college/index.html
Course Description:
This is a four-credit course that covers development from conception through adolescence.
Prerequisites for this course are: admission to the Teacher Education Program or on a space available
basis with permission of the Chair.
Course Rationale:
The purpose of this course is consistent with:
 The University’s commitment to teaching as the means to facilitate learning;
 The Center for Teaching and Learning’s (CTL) mission to train facilitators of learning in a
diverse world (See Appendix A)
 The Psychology Department’s mission to provide students with the knowledge and skills that
derive from the discipline of psychology that are instrumental to effective action in their areas
of study; and
 The American Psychological Association’s (APA) goal of advancing psychology as a science,
as a profession, and as a means of promoting human welfare.
Student Learner Objectives:
By the end of the course, students enrolled in PSY 314 are expected to:
 Identify and/or describe the range of physical, cognitive, language, moral, and social-emotional
development of individuals from conception through adolescence.
 Identify and/or describe the key components of theories of human development, including but
not limited to the theories of: Piaget, Vygotsky, Erikson, Freud, B.F. Skinner, Bronfenbrenner,
and Bandura.
 Apply the developmental theories of Piaget, Vygotsky, Erikson, Freud, B.F. Skinner,
Bronfenbrenner, and Bandura to analyze instructional activities and student behavior.
 Identify and/or describe effects of diverse influences on development, including hereditary,
environmental, normative, and non-normative influences.
 Apply their knowledge of effects of diverse influences on development to individuals from a
variety of cultural backgrounds.
314 Master Syllabus


Demonstrate the use of research skills
Demonstrate appropriate writing skills, including the correct format for APA references
<other objectives may be added by individual instructors >
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314 Master Syllabus
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Course Structure:
<this section is optional and varies by instructor>
Course Policies/Expectations:
<varies by instructor but includes policy regarding missed/makeup exams (if applicable), as well as
statements regarding ADA and academic dishonesty>

Students who have already conferred with the Disability Support Services Office and who wish
to set up academic adjustments in this class should give me a copy of their “Confirmation of
Eligibility for Academic Adjustments” as soon as possible so we can discuss how the approved
adjustments will be implemented in this class. Students with disabilities without this form
should contact the Disability Support Services Office, Bouillon 205 or dssrecept@cwu.edu or
963-2171. Students with special needs or disabilities that may affect their ability to access
information or material presented in this course are also encouraged to contact me or the ADA
Compliance Officer and Director, on campus at 509-963-2171 for additional disability-related
educational accommodations.

Academic dishonesty: Cheating or plagiarizing (claiming the written work of another person as
your own or failing to give credit to the actual author) will result in an automatic “F” grade on
the test or assignment. In addition, the student may be referred to the Vice President for Student
Affairs office for disciplinary action.

<policy regarding missed/makeup exams (if applicable); varies by instructor>
Course Assignments:
<varies by instructor but all PSY 314 classes require the following LiveText assignment>
ANNOTATED BIBLIOGRAPHY: You will write a 2-3 page annotated bibliography of a research
journal article on a specific topic in developmental psychology. Your bibliography will begin with an
APA format reference, followed by a detailed summary of the article, and will conclude with an
analysis of how the article applies to your career as an educator. Specific topics, acceptable journals,
and additional guidelines will be provided. This paper must be posted in your LiveText portfolio, and
you should click “Submit Assignment” so that your instructor can assess it.
314 Master Syllabus
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Assessment Strategies:
<varies by instructor, though all will include the same LiveText assignment>
Learner Objective
Standard
Identify and/or describe the key components of
theories of human development, including but not
limited to the theories of: Piaget, Vygotsky,
Erikson, Freud, B.F. Skinner, Bronfenbrenner, and
Bandura.
Identify and/or describe the range of physical,
cognitive, language, moral, and social-emotional
development of individuals from conception
through adolescence.
Identify and/or describe effects of diverse
influences on development, including hereditary,
environmental, normative, and non-normative
influences.
Apply their knowledge of effects of diverse
influences on development to individuals from a
variety of cultural backgrounds.
Apply the developmental theories of Piaget,
Vygotsky, Erikson, Freud, B.F. Skinner,
Bronfenbrenner, and Bandura to analyze
instructional activities and student behavior.
Demonstrate the use of research skills
Demonstrate appropriate writing skills, including
the correct format for APA references
<additional objectives, standards, & assessments
added by instructor>
CTL 1.1.3
WAC (e)
<varies by instructor>
Assessed by:
CTL 1.3.3, 1.3.5
WAC (e) (l) (m)
<varies by instructor>
CTL 1.1.3
WAC (e) (n)
<varies by instructor>
CTL 1.2.2
WAC (l)
Annotated Bibliography
WAC (f) (l)
Annotated Bibliography
Annotated Bibliography
Grading:
<varies by instructor>
Grades will be assigned based on the following percentages: <percentages vary by instructor>
A
AB+
B
BC+
93% and up
90% - 92%
87% - 89%
83% - 86%
80% - 82%
77% - 79%
Tentative Class Schedule:
<varies by instructor>
C
CD+
D
DF
73% - 76%
70% - 72%
67% - 69%
63% - 66%
60% - 62%
Below 60%
314 Master Syllabus
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APPENDIX A
Psychology 314 CTL Standards
Central Washington University’s Center for Teaching and Learning is committed to preparing teachers
to serve as facilitators of learning in a diverse world. As part of that preparation, Psychology 314
addresses the following CTL standards in Domain I: Evidence of Candidate Learning.
1.1.3 Candidates demonstrate knowledge of inquiry, critical analysis, and synthesis of subject
knowledge
1.2.2 Candidates demonstrate understanding of multiple explanations and effective
instructional strategies so that all students can learn content.
1.3.3 Candidates demonstrate knowledge of how students learn
1.3.5 Candidates demonstrate an ability to consider school, family, and community contexts
in connecting concepts to students’ prior experience and applying ideas to real-world
problems.
Psychology 314 WAC Competencies
In addition, Psychology 314 addresses the following parts of the Washington Administrative Code for
preparation of educators:
WAC 181-78A-270 (1)
Teacher candidates will complete a well-planned sequence of courses and/or experiences in which
they acquire and apply knowledge about:
(e)
Theories of human development and learning.
(f)
Inquiry and research.
(l)
Research and experience-based principles of effective practice for encouraging the
intellectual, social, and personal development of students.
(m)
Different student approaches to learning for creating instructional opportunities adapted
to learners from diverse cultural or linguistic backgrounds.
(n)
Areas of exceptionality and learning – including, but not limited to, learning disabilities,
visual and perceptual difficulties, and special physical or mental challenges.