St. Cloud State University
General Education Goal Area 5
History and the Social & Behavioral Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Steve Hoover
Phone: 308-4098
Email: smhoover@stcloudstate.edu
2.
Requesting Unit: Counselor Education, Higher Education and Educational Psychology
3.
Department, Course Number, Title: CEEP 262
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
A lifespan approach to human growth and development: physical, intellectual, emotional, and social
phases related to total growth. 3cr. F,S, Sum.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
The course is used in the Teacher Development and Community Psychology majors as well as an elective
for other majors.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None, any additional students through this offered as a general education course will be accomodated
within the regular sections.
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
The Psychology Department offers Psych 240.
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
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for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 5: History and the Social & Behavioral Sciences
Develop understanding of human societies and behaviors, and of the concepts, theories, and methods of
history and the social sciences.
The understanding of human behavior, its genesis and correlates with social and cultural phenomena is
the basis for the lifespan development course. Integral to this are the theoretical perspectives, conceptual
foundations, and methodology of lifespan development. A comprehensive introduction to lifespan development is
integral with understanding the manner in which society, and diverse societies impact human development.
Theories and perspectives on development have been influenced by historical, cultural, and political issues and
provide a necessary backdrop to an understanding of human lifespan development.
13. In order for a course to be designated as fulfilling Goal Area 5, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Describe or use the methods and data by which historians, social scientists, or behavioral scientists investigate
human conditions.
2. Analyze human behavior, cultures, and social institutions and processes from the perspectives of history or the
social and behavioral sciences.
3. Develop explanations for and explore solutions to historical or contemporary social problems.
4. Reflect upon themselves in relation to family, communities, society, culture, and/or their histories.
5. Apply and critique alternative explanatory systems or theories about human societies and behaviors.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
Student Learning Outcomes are met through readings, discussions, class activities, and media. SLOs are
assessed through quizzes, examinations, papers and presentations.
1. Methodology is a vital component of understanding lifespan development. Students are taught the methodology
scientists use in studying lifespan development: both the general research methodologies of oberservational,
relational and experiemental research as well as the specific processes by which researchers understand
developmental processes across the lifespan. Students are expected to understand the advantages, disadvantages
and limitations of the varying perspectives and methodologies as to the manner in which results may be
interpreted, and contribute to ongoing issues and controversies (e.g., nature and nurture issues; differing
perspectives on changing theoretical orientations to child development, etc.).
2. Integral to students' ability to understand the complexities of lifespan development is their involvement in
assignments and activities which require them to research, observe and analyze human behavior. Students must
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integrate both the content and the process of lifespan development with an analysis of human behavior. For
instance, students may observe a human service setting and provide a rich description of the extent to which the
setting integrates principles of effective practice consistent with the research in human development. Students
who plan to become educators design age-appropriate materials and activities based on their understanding of the
relevant factors in a child's development.
3. An important concern in lifespan development is the examination of a number of issues and societal problems
including, for example: divorce, child abuse, seuxal abuse and assault, elder neglect, obesity, and poverty-related
issues of development, etc. Students are expected to explore the extent to which these issues arise out of the
confluence of factors that are social, economic, and developmental. Students are also exposed to programs and
policies which are designed to address the various problems and issues discussed in class. Students have the
opportunity to incorporate these issues into assignments and papers whereby they extend their understanding of
the research effectiveness of treatment programs to redress social issues and problems.
4. While inherent in a lifespan development course, the process of self-reflection is manifested in papers and
assignments in which students explore the manner in which the theories and perspectives within the course have
influenced their lives. Discussions of these issues provide a rich context by which to share and critique one
another's diverse manifestations of the various perspectives. These are particularly relevant in exploring the many
ways in which developnment and social and cultural perspectives interact. Requiring students to include in
assignments and discussions issues pertaining to cultural differences provides an excellent opportunity for
students to extend the basic theories and concepts from the course into domains for which they may have less
experience and comfort.
5. A basic aspect of lifespan development is the discussion of typical and atypical development and the manner in
which that considered to be normative may become manifested in rich and diverse ways. Students are encouraged
to prepare products which allow them to explore unique and challenging aspects of lifespan development.
Students have the opportunity to self-select (often based on personal needs and interests which relate to SLO#4)
topics to explore in greater depth than can be covered in the course. This gives the students the opportunity to
look closely at controversial issues and topics and to examine social, economic, cultural and normative issues
surrounding the diversity of lifespan development.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
1. Understand the basic lifespan developmental processes. 20% (SLO 1,2).
2. Understand the scientific processes employed in understanding and describing lifespan development. 20%
(SLO 1,3,5).
3. Critique information/data on human development that is scientific. 10% (SLO 1,2,3,5)
4. Recognize and reflect on societal problems and issues concerning human development. 10% (SLO 2,3,4,5)
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5. Apply standards of scientific methodology and discourse to problems in lifespan development. 10% (SLO
1,2,5)
6. Recognize controversial issues in lifespan development and identify current social and scientific perspectives
surrounding them. 10% (SLO 1,3,4,5).
7. Utilize resources to apply theories to self-selected issues in lifespan development. 10% (SLO 1, 4, 5)
8. Apply concepts from lifespan development to diverse populations relative to race, religion, ethnicity, gender,
sexual preference, ability status, etc. 10% (SLO 3,4,5)
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Counselor Education, Higher Education and Educational Psychology
Course or Course(s): CEEP 262: Human Growth and Development
Steven M. Hoover
Department or Unit Chair Signature
2/22/10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date