week5 Discussion==Adolescence…Here We Grow Again!
dexterous
chfd3422bsyllabus2b7-22-15.doc
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School of Education Course Number: CHFD342 Course Name: Human Lifespan Development Credit Hours: 3 Length of Course: 8 Weeks |
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Table of Contents |
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Course Description (Catalog) |
This course is a survey of human development across the life span. Course content includes terminology, principles, and theories related to genetic and environmental influences on physical, cognitive, emotional and social development.
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Course Scope |
This course examines seminal and contemporary models of biological, cognitive, social and emotional development across the human lifespan.
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Course Objectives |
During successful completion of this course students will: CO1: Trace the history of the science and practice of developmental psychology
CO2: Examine the major theories of human development
CO3: Differentiate the stages of the life cycle, physically, emotionally, and cognitively,
In the human being
CO4: Explore pathology in childhood, adolescence and early adulthood
CO5: Examine socio-cultural influences on human development
C06: Articulate in writing critical analyses based on the synthesis of information from course relevant scholarly publications
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Course Delivery Method |
This course delivered via distance learning will enable students to complete academic work in a flexible manner, completely online. Course materials and access to an online learning management system will be made available to each student. Online assignments are due by the specified day of the week as noted and include Forum questions (accomplished in groups through a threaded forum), examination, and individual assignments submitted for review by the Faculty Member.
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Course Materials |
Required Course Textbook
Dacey, J. S., Travers, J. F. & Fiore, L. (2008). Human development across the lifespan. McGraw Hill Publishing.
Where is my textbook? Click this link for help.
http://apus.libanswers.com/coursematerials/faq/2225
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Evaluation Procedures |
Forum Assignments:
In this course you will participate in 8 discussion forums. Participation in forums is one of the key factors in online educational success.
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300 Level Forum Grading Rubric
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Possible points |
Student points |
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Met initial post deadline (Wednesday midnight ET) |
10 |
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Initial post is substantive |
10 |
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Initial post is at least 300 words |
10 |
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Initial post employs at least two citations; one can be text; other must be from an academic source |
10 |
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First response to classmate posted by Sunday midnight ET |
10 |
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First response is at least 150 words |
10 |
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First response employs at least 2 citations; one can be text; other must be from an academic source |
10 |
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Second response to classmate posted by Sunday midnight ET |
10 |
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Second response is at least 150 words |
10 |
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Second response employs at least 2 citations; one can be text; other must be from an academic source |
10 |
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100 |
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Assignments:
There will be 4 written Assignments
Assignment 1: due on Sunday at the end of week 2
Assignment 2: due on Sunday at the end of week 4
Assignment 3: due on Sunday at the end of week 6
Assignment 4: due on Sunday at the end of week 8
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Assignment |
Percentage of Total Points |
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Forum Assignments |
30% |
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Assignments |
70% |
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Total |
100% |
Please see the Student Handbook to reference the University’s grading scale
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8 – Week Course Outline |
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Week 1 Schedule of Tasks
Reading Assignment:
Chapter 1 – Lifespan Psychology: An Introduction
Chapter 2 – Theories of Development: Interpreting the Lifespan
Chapter 3 – The Biological Basis of Development
Forum 1
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Week 2 Schedule of Tasks
Reading Assignment:
Chapter 4 – Pregnancy and Birth
Chapter 5 – Physical and Cognitive Development in Infancy
Chapter 6 – Psychosocial Development in Infancy
Forum 2
Assignment 1
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Week 3 Schedule of Tasks
Reading Assignment:
Chapter 7 – Physical and Cognitive Development in Early Childhood
Chapter 8 – Psychosocial Development in Early Childhood
Forum 3
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Week 4 Schedule of Tasks
Reading Assignment:
Chapter 9 – Physical and Cognitive Development in Middle Childhood
Chapter 10 – Psychosocial Development in Middle Childhood
Forum 4
Assignment 2
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Week 5 Schedule of Tasks
Reading Assignments:
Chapter 11 – Physical and Cognitive Development in Adolescence
Chapter 12 – Psychosocial Development in Adolescence
Forum 5
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Week 6 Schedule of Tasks
Reading Assignments:
Chapter 13 - Physical and Cognitive Development in Early Adulthood
Chapter 14 – Psychosocial Development in Early Adulthood
Chapter 15– Physical and Cognitive Development in Middle Adulthood
Forum 6
Assignment 3
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Week 7 Schedule of Tasks
Reading Assignments:
Chapter 15 – Review - Physical and Cognitive Development in Middle Adulthood
Chapter 16 – Psychosocial Development in Middle Adulthood
Chapter 17 – Physical and Cognitive Development in Late Adulthood
Forum 7
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Week 8 Schedule of Tasks
Reading Assignments:
Chapter 18– Psychosocial Development in Late Adulthood
Chapter 19 – Dying and Spirituality
Forum 8
Assignment 4
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Policies |
The following policies are detailed in the APUS Student Handbook
Academic Dishonesty & Plagiarism
Writing Expectations All written assignments should be submitted as MSWord (.doc or .docx) or Rich Text format documents, not Word Perfect, MSWorks or other formats. They must be in the student’s own words and properly source crediting any paraphrases or quotes of published authors’ work, the latter of which should be used very sparingly and should be submitted error free and in accordance with the APUS writing standards found in the Student Handbook in the e-classroom. All papers must be formatted per the style rules of the American Psychological Association. All written submissions must be typewritten in double-spaced with Times New Roman 12-point font with 1” margins on all sides.
Late Assignments
On-time assignment submission is required. Deployments and other non-negotiable work requirements not anticipated at the time of course registration and health or family emergencies are considered appropriate reasons for requesting a delay. Vacations, taking too many courses at once or otherwise not effectively managing time, having a course with a heavy assignment workload, traveling voluntarily to places with unstable or no Internet, forgetting assignments or wanting to spend more time with family or friends are examples of reasons for late assignment submission requests that cannot be considered. All requests for late assignment submission, unless they are result of an emergency situation, must be submitted in advance of the need and all must be requests and not notifications of planning to catch-up in the absence of a request.
Netiquette
Online universities promote the advance of knowledge through positive and constructive debate--both inside and outside the classroom. Forum discussions on the Internet, however, can occasionally degenerate into needless insults and “flaming.” Such activity and the loss of good manners are not acceptable in a university setting--basic academic rules of good behavior and proper “Netiquette” must persist. Remember that you are in a place for the fun and excitement of learning that does not include descent to personal attacks, or student attempts to stifle the discussion of others.
· Technology Limitations: While you should feel free to explore the full-range of creative composition in your formal papers, keep e-mail layouts simple. The Educator classroom may not fully support MIME or HTML encoded messages, which means that bold face, italics, underlining, and a variety of color-coding or other visual effects will not translate in your e-mail messages.
· Humor Note: Despite the best of intentions, jokes and--especially--satire can easily get lost or taken seriously. If you feel the need for humor, you may wish to add “emoticons” to help alert your readers: ;-), : ), (
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Online Library |
The Online Library is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Online Library provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to [email protected].
· Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of supporting volumes, collection of our professors’ publication, and services to search and borrow research books and articles from other libraries.
· Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and made available in electronic format.
· Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only through limited subscription services.
· Smarthinking: Students have access to ten free hours of tutoring service per year through Smarthinking. Tutoring is available in the following subjects: math (basic math through advanced calculus), science (biology, chemistry, and physics), accounting, statistics, economics, Spanish, writing, grammar, and more. Additional information is located in the Online Library. From the Online Library home page, click on either the “Writing Center” or “Tutoring Center” and then click “Smarthinking.” All login information is available.
Request a Library Guide for your course (http://apus.libguides.com/index.php)
The AMU/APU Library Guides provide access to collections of trusted sites on the Open Web and licensed resources on the Deep Web. These are specially tailored for academic research at APUS:
· Program Portals contain topical and methodological resources to help launch general research in the degree program. To locate, search by department name or navigate by school.
· Course Lib-Guides narrow the focus to relevant resources for the corresponding course. To locate, search by class code (e.g., SOCI111) or class name.
If a guide you need isn't available yet, let us know by emailing the APUS Library: [email protected]
