Revised FALL 2014
PSYC 2314 LIFESPAN GROWTH AND DEVELOPMENT
COURSE SYLLABUS OUTLINE
PSYC 2314 Lifespan Growth and Development
(3-3-0)
A survey of the social, emotional, cognitive, and physical factors and influences of a
developing human from conception to death. Prerequisite: TSI complete in READ and
ENGL. F, Sp, Su (42.2703.51 25).
Instructor:
Paul Wills
Office #:
OM217
Phone #:
(903) 983-8225
E-mail:
pwills@kilgore.edu
Web-site: http://kcfac.kilgore.edu/paulwills
COURSE RATIONALE:
It is important for any well-educated person to understand to some degree how
and why we as human beings develop through the life span. Lifespan Growth and
Development addresses the physical, cognitive, and psychological changes we encounter
as we pass through life, from pre-natal development to death. Students taking this course
will be expected to explore, discuss and learn about important developmental
psychological principles and to apply these principles in understanding their own
respective growth and development.
EDUCATIONAL MATERIALS
Text: Experiencing the Lifespan. 3rd Custom Edition, 2013, by Janet Belsky,
Worth Publishers, New York, New York. ISBN # 978-1-4641-6834-5
EVALUATION
Evaluation of Students:
COURSE REQUIREMENTS/EVALUATION:
Source
Frequency
Points each
Exams
6
100
Comprehensive
1
100
Exam
Paper
1
100
Total
Total Points
600
100
800
Grade scale: A=90-100, B=80-89, C=70-79, D=60-69, F=59 and below.
Evaluation of Instructor. At the end of the semester, students will be given an
opportunity to evaluate the instructor and the course. Approved evaluation forms are
provided by the Office of Institutional Research, which is also responsible for their
analysis.
CLASSROOM POLICIES
Attendance: Students should read the attendance policy in the Kilgore College
Catalog and be aware that an instructor may drop a student from class as a result of
excessive absences, which is defined as more than six hours, although students who quit
attending class are ultimately responsible for withdrawing themselves. Instructors may
also withdraw students from a course for lack of participation.
Make-up procedure. For any missed work you must have a legitimate reason to
obtain approval to make it up. Once approval is granted all make up tests will be given
on the last week of the semester. The exam will cover the same content but have
different questions. You will not be able to make-up the final.
Academic honesty statement: Students are requested to read about the sanctions
for academic dishonesty outlined in the Kilgore College Student Handbook. It states in
part that the faculty member “…may recommend penalties such as withdrawal from the
course, failing the course, assignment, or in other academic work; denial of a degree
and/or performing additional academic work not required by other students in the
course.”
Drop Date: As a general rule, students may drop a course until 75% of the term
has been completed. Students are requested to read the Student Initiated Drops and
Withdrawals statement of the Kilgore College Catalog which states in part: “All course
drops, whether instructor or student initiated, shall result in a “W” during the first twelve
weeks of a long term or twenty-one days of a summer term. During the thirteenth and
fourteenth weeks of a long term, or the twenty-second through the twenty-fourth days of
a summer term, such drops will result in a "W" if the student is passing or "F" if the
student is failing. A student may not drop or withdraw during the last two weeks of a
long semester or following the twenty-fourth class day of a summer term; however,
instructors should continue to drop students for absences until final examinations begin.
The last day to withdraw with a “W” during a two week mini semester is day thirteen;
during a four week term is day twenty; and during an eight week term is day thirty-four.”
COMMON COURSE OBJECTIVES
Common Core Curriculum for PSYC 2314
CORE CURRICULUM COMPONENT APPLICATION
Social/Behavioral Science -- Courses in this category focus on the application of
empirical and scientific methods that contribute to the understanding of what makes
us human. Courses involve the exploration of behavior and interactions among
individuals, groups, institutions, and events, examining their impact on the
individual, society, and culture.
Lifespan Growth and Development
(3-3-0)
Lifespan Growth and Development is a study of social, emotional, cognitive and physical
factors and influences of a developing human from conception to death. Prerequisite:
Must be TSI complete in READ and ENGL. F, Sp, Su (4227035125).
How will the objective be addressed? How will the objective
be assessed?
Critical Thinking
Analysis of information
Evaluation of information
Students will be introduced to
the skill of analysis through
applying it to controversial
topics that are relevant to
course content. This will be
addressed by lecture, class
discussion, power point
presentations, and text
readings.
Students will be introduced to
the skill of evaluation through
applying it to controversial
topics that are relevant to
course content. This will be
addressed by lecture, class
discussion, power point
presentations, and text
readings.
Students will apply the
skill of analysis to a
controversial topic in
Lifespan Growth and
Development by writing
an essay with a clearly
developed thesis, along
with relevant supporting
evidence, and which will
be a minimum of two
pages in length. The
department will create a
list of controversial topics
in psychology from
which the students will
choose. The department
will develop a grading
rubric based on content,
critical thinking skills,
and standard English
grammar. Instructors will
require students to use
Turnitin.com as a means
to further reinforce
students’ own personal
responsibility when citing
sources and/or using their
own words. APA style
will be used in citing
sources.
Students will apply the
skill of evaluation to a
controversial topic in
Lifespan Growth and
Development by writing
an essay with a clearly
developed thesis, along
with relevant supporting
evidence, and which will
be a minimum of two
pages in length. The
Synthesis of information
Students will be introduced to
the skill of synthesis through
applying it to controversial
topics that are relevant to
course content. This will be
addressed by lecture, class
discussion, power point
presentations, and text
readings.
innovation
Inquiry
department will create a
list of controversial topics
in psychology from
which the students will
choose. The department
will develop a grading
rubric based on content,
critical thinking skills,
and standard English
grammar. Instructors will
require students to use
Turnitin.com as a means
to further reinforce
students’ own personal
responsibility when citing
sources and/or using their
own words. APA style
will be used in citing
sources.
Students will apply the
skill of synthesis to a
controversial topic in
Lifespan Growth and
Development by writing
an essay with a clearly
developed thesis, along
with relevant supporting
evidence, and which will
be a minimum of two
pages in length. The
department will create a
list of controversial topics
in psychology from
which the students will
choose. The department
will develop a grading
rubric based on content,
critical thinking skills,
and standard English
grammar. Instructors will
require students to use
Turnitin.com as a means
to further reinforce
students’ own personal
responsibility when citing
sources and/or using their
own words. APA style
will be used in citing
sources.
Creative thinking
Communication
Effective development,
interpretation and expression of
ideas through
-written communication
-oral communication
visual communication
Empirical and Quantitative
Skills
Manipulation of numerical data
or observable facts resulting in
informed conclusions
See Analysis, Evaluation, and
Synthesis sections.
Essay graded based on
content, critical thinking
skills, and standard
English grammar using a
departmental rubric.
Using raw data, students will
convert that data into
measures of central tendency
that will lead to a scientific
explanation of the data.
Embedded questions _
multiple choice test
All instructors will use
standard embedded
questions.
All questions are
addressing the basic
obtainment levels held
across the field of
Developmental
Psychology..
Analysis of numerical data or
observable facts resulting in
informed conclusions
Using parametric statistical
data students will analyze a
bell curve, illustrating the
relationship between IQ
classifications and a person’s
predicted ability to survive in
an academic setting. This
exercise will aid in a basic
understanding of research
parameters and to develop
better consumers of
researched data
Delivery method: lecture, text,
readings, informal class
discussion, PowerPoint
presentation
Social Responsibility
Intercultural competence
Embedded questions –
multiple choice test
All instructors will use
standard embedded
questions.
All questions are
addressing the basic
obtainment levels held
across the field of
Developmental
Psychology.
Knowledge of civic
responsibility
Ability to engage effectively in
global communities
Research based parenting
practices
Embedded questions –
multiple choice test
Delivery method: lecture, text,
readings, informal class
discussion, PowerPoint
presentation, class
participation in role play
all instructors will use
standard embedded
questions.
Comparison of Nurture effect
on development via differing
cultures and cultural practices.
Embedded questions –
multiple choice test
Delivery method: lecture, text,
readings, class discussion,
visual aids, and power point
presentation.
All questions are
addressing the basic
obtainment levels held
across the field of
Developmental
Psychology
all questions are
addressing the basic
obtainment levels held
across the field of
Developmental
Psychology
all instructors will use
standard embedded
questions
National communities
Regional communities
 Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information
 Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral and visual communication
 Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data
or observable facts resulting in informed conclusions
 Social Responsibility: to include intercultural competence, knowledge of civic responsibility,
and the ability to engage effectively in regional, national, and global communities
Student Learning Outcomes:
Upon successful completion of this course, students will:
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 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 major theories of
development (i.e. cognitive, learning, humanistic and psychodynamic).
6. Identify examples of some of the cultural and ethnic differences that influence
development throughout the lifespan.
7. Discuss the various causes or reasons for disturbances in the developmental
process.
ADA STATEMENT
Kilgore College is committed to making reasonable accommodations to assist
individuals with disabilities in reaching their academic potential. If you choose to request
accommodations for a documented disability which may impact your performance,
attendance, or grades in this course, you must first register with the Office of Disability
Services. Please note that classroom accommodations cannot be provided prior to your
instructor’s receipt of an accommodation letter from the Office of Disability Services.
For more information about accommodations, please contact the Disability Services
office on the second floor of the Devall Student Center: (903) 983-8206.
DISCLAIMER
Your instructor reserves the right to make modifications in content and schedule
as necessary to promote the best education possible within prevailing conditions affecting
this course.