Arts School: & Humanities
Course Number: CHFD342
Course Name: Human Lifespan Development
Credit Hours: 3
Length of Course: 8 Weeks
Prerequisite:
T able of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
I nstructor Information
I nstructo r : Dr. Stella Michael Makri
Email:
[e-mail]
Phone:
770-709-2151
Office Hours:
By email arrangement. Most questions or concerns can be
managed via email. If you wish to consult with your instructor over the phone, it is
best to reserve via email uninterrupted phone time.
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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
D uring successful completion of this course students will:
CO1: Trace the history of the science and practice of developmental psychology
CO2: E xamine the major theories of human development
CO3: D ifferentiate the stages of the life cycle, physically, emotionally, and cognitively,
i n the human being
CO4: E xplore pathology in childhood, adolescence, early adulthood, and late adulthood
CO5: E xamine socio-cultural influences on human development
C06: Ar t iculate in wri ting critical analyses based on the synthesis of information from
course relevant scholarly publications
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Course Delivery Method
The delivery of this course via distance learning enables students to complete academic
work in a flexible manner, completely online. Course materials and access to an online
learning management system are made available to each student. Online assignments
i nclude whole class discussions accomplished in groups through a threaded discussion
board, examinations and quizzes graded electronically and a major course paper
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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
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Evaluation Procedures
Discussion Board Assignments:
The course includes weekly discussion board dialogs. Topical instructions each of the
discussion assignments are located under the Discussion Board link on your course
screen. The discussion assignments a blend of dialog with peers as well as academic
research exercises and will be . All of the discussion boards require research using
scholarly sources credited in APA format. A minimum of two scholarly sources are required
for each weeks initial post (the one in response to the topical instructions posted on the
board by your instructor on the Discussion Board in your online classroom. In addition to
t he weekly required initial post students will respond to the postings of at least two
classmates. You will have until Thursday to post your Initial Response. It must be a
m inimum of 300 words long. The 2 replies to classmates are due by Monday of the
following week. This gives students ample time for post development and dialoging about
t he topic. Replies must be a minimum of 150 words. Replies to peers should be substantive
r ather than indications of agree or disagreement. You may not receive credit for
unsubstantiated information presented or for posts that reiterate what a classmate already
said. Your responses should contribute content to the discussion and evidence
attentiveness to what your classmates communicate on the boards.
Your work will be posted to the board in segments during the week and you should keep a
cumulative document for the week adding parts to the document as you complete them. At
t he end of the week you will copy and paste the entire document, including responses to
classmates, to the Student Comments box that opens when you click the assignment tab for
weeks discussion board. To access discussion board and other assignment tabs, click
Assignments/Exams, then click Assignment, then click the assignment for which you wish
to open a Student Comments box. Remember to click submit for grading after copying
your post comments into the box for the week. You will receive a grade and feedback for
each assignment under the Gradebook link in the classroom..
A ll written discussion assignments combine dialoging and writing skills. Synthesizing and
analyzing information and communicating ideas in writing are critical skills for college
students and graduates.
I f you receive a response from the instructor or a classmate, make sure you respond to it in
a respectful and professional manner that will continue the discussion. Your discussion
responses should express your views, supported by facts from two source credited scholarly
research journal sources. The discussion assignments, although not essay papers should be
articulated in a scholarly manner and not as informal conversations as you might have with
family or friends. Proper format, as well as basics of grammar, such as spelling and word
usage, are important. Casual or extreme language such as the use of words like
ridiculous or I couldnt disagree more and slang are not appropriate for any academic
p resentations.
Late assignment submissions will not be graded in the absence of permission for the delay.
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The following scoring standard will be used to grade discussion board work:
Presentation
Format........ 10 points (Correctly uses APA format in a
p rofessional presentation)
Posted correctly..... 10 points (Work is posted according to
i nstructions on the board and copied to Student Comments box tabbed to the weeks
assignment)
Content
Compositional Quality.. 20 points (Uses correct spelling, punctuation,
word usage, capitalization, and formal verbiage. Communicates ideas clearly and covers all
components of the assignment. Work shows good organization, professional flow of content
and readability).
Supports views with required . 20 points (Minimum of two scholarly articles
per post)
amount of research
-------------------------------------Total points possible: 60
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Quizzes and Exams:
Students will complete weekly online quizzes. Each quiz is due by Sunday at the end of its
assigned week at 11:59 p.m. Eastern Standard Time. A Midterm and Final Exam are also
required. The Final Exam is comprehensive.
M ajor Research Paper:
The course research paper is due Monday at the beginning of Week 7 of the course. You
should not wait until the week before to begin working on it and show pace the work across
several prior weeks. Papers without APA format will not receive credit.
For this paper you will choose a mental illness or personality disorder and wri te about i ts
i mpact on the successful achievement of Eriksons life stages. The t i t le of the paper will be:
T he Effects of (Mental I l lness Of Your Choice) on the Successful Achievement of Eriksons
L ife Tasks during Developmental Stages of The Lifespan. Eriksons model on 8
developmental stages across the lifespan will be the paper foundation. The mental illness
or personality disorder selected must be approved via emailing i t to your instructor by the
end of Week 3 of the course.
Page 1 will be the t i t le page, Page 2 will be the abstract page, Pages 3 through 10 will be
t he body of paper, with approximately 2 to 3 pages describing the key features of the illness
or disorder and the remainder describing the challenges it would bring to successfully
completing each of Eriksons tasks during its respective age range. All ages ranges and
t heir respective stages and life tasks applicable should be discussed. Some may not be
applicable. If the mental illness selected is schizophrenia, for example, one would not
i nclude stages and life tasks associated with infancy because schizophrenia is not diagnosed
d uring the infant and toddler years. Similarly, if Alzheimers Disease were the disorder
selected, on would not apply this disorder to ages younger than the young adulthood range
because Alzheimers Diseases in no diagnosed in infants, children or adolescents; diagnosis
i n young adulthood occurs but is rare. Page 11 will be the reference page.
A self-evaluation of originality in the form of a Turnitin.com originality report must
accompany your paper. Instructions for obtaining an originality report from Turnitin.com
are located in the Course Materials folder in the classroom. This component is worth 10%
of the total paper grade and must be uploaded in your student folder by the assignment
deadline.
Collaboration on coursework, including sharing with or obtaining work from a student in
another classroom, is not allowed. A ll written assignments should be submitted as
MSWord (.doc or .docx) or Rich Text format not documents, Word Perfect, MSWorks or
other formats. They should in the students 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 submitted error free and in accordance with the APUS writing
standards found in the Student Handbook in the e-classroom.
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8 Week Course Outline
Please see the Student Handbook to reference the Universitys grading scale
Table of
Contents
8 Week Course Schedule
Week 1
R EQU I R E D READ I NGS:
Chapter 1 Lifespan Psychology: An Int roduction
Chapter 2 Theories of Development: In terpreting the Lifespan
Chapter 3 The Biological Basis of Development
ASSIGN M E N TS:
Discussion 1 Week 1
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Q uiz 1 - Chapters 1, 2, and 3
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Begin Work on Major Paper
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
T he course research paper is due later in the course but you should begin working on it early
as it will take a number of weeks to complete.
WEEK 2
R EQU I R E D READ I NGS:
Chapter 4 Pregnancy and Bi r th
Chapter 5 Physical and Cognitive Development in Infancy
Chapter 6 Psychosocial Development in Infancy
ASSIGN M E N TS:
Discussion 2 Week 2
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Q uiz 2 C hapters 4 6
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Week 3
REQU I R E D READ I NGS:
Chapter 7 Physical and Cognitive Development in Early Childhood
Chapter 8 Psychosocial Development in Early Childhood
ASSIGN M E N TS:
Discussion 3 Week 3
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Q uiz 3 - C hapters 7 8
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Week 4
REQU I R E D READ I NGS:
Chapter 9 Physical and Cognitive Development in Middle Childhood
Chapter 10 Psychosocial Development in M iddle Childhood
ASSIGN M E N TS:
Discussion 4 Week 4
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
M idterm Exam Week 4, Day 7 Chapters 1 10
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Week 5
R EQU I R E D READ I NGS:
Chapter 11 Physical and Cognitive Development in Adolescence
Chapter 12 Psychosocial Development in Adolescence
ASSIGN M E N TS:
Discussion 5 Week 5
M eets Course Objectives: CO1, CO2, CO3, CO4, CO5
Q uiz 5 - Chapters 11 and 12
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Week 6
REQU I R E D READ I NGS:
Chapter 13 - Physical and Cognitive Development in Early Adulthood
Chapter 14 Psychosocial Development in Early Adulthood
Chapter 15 Physical and Cognitive Development in M iddle Adulthood
ASSIGN M E N TS:
Discussion 6 Week 6
M eets Course Objectives: CO1, CO2, CO3, CO4, CO5
Q uiz 6 C hapters 13 14
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Week 7
REQU I R E D READ I NGS:
Chapter 15 Review - Physical and Cognitive Development in Middle Adulthood
Chapter 16 Psychosocial Development in M iddle Adulthood
Chapter 17 Physical and Cognitive Development in Late Adulthood
ASSIGN M E N TS:
Discussion 7 Week 7
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
Q uiz 7 C hapters 15, 16, and 17
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
R esearch Paper - Complete and submit Research Paper along with a separate upload of
t he TurnI t In.com Originality Report.
Meets Course Objectives: CO1, CO2, CO3, CO4, C05, CO6
WEEK 8
REQU I R E D READ I NGS:
Chapter 18 Psychosocial Development in Late Adulthood
Chapter 19 Dying and Spirituality
ASSIGN M E N TS:
Discussion 8 Week 8
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
F inal Exam
Meets Course Objectives: CO1, CO2, CO3, CO4, CO5
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Policies
The following policies are detailed in the A PUS Student Handbook
Academic Dishonesty & P lagiarism
Withdrawal/Drop Policy
Course Extension Policy
Disability Accommodations
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 students
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 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. With the exception of discussion boards which do not allow
double spacing or font or margin size selection, all w ritten submissions must be t ypewritten
i n double-spaced Arial or Times New Roman 10 or 12-point font with 1 margins on all
sides.
L ate Assignments
On-time assignment submission is required. If you have a valid reason for request a brief
delay in submitting an assignment it will be considered for up to a one week delay on a
case-by-case basis. 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.
A ll 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. Discussions on the
I nternet, 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 fullrange 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
addit ion, t he Online Library provides access to special learning resources, which t he
University has contracted to assist wit h your studies. Questions can be directed to
l [e-mail] .
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
t he 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
L ibrary: [e-mail]
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