|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||Introduction To Human Development|
|Prerequisite(s)||PSYC 1101 or PSYC 1101H|
An introductory, non-laboratory based examination of human development across the life-span with an emphasis on normal patterns of physical, cognitive, and social development.
|Expected Educational Results|
As a result of completing this course the student will be able to:
1. Define “theory” and describe the major features of various types of theories, including: learning theories and stage or maturational theories and apply these theories to cognitive and psychosocial development.
2. List and describe the research methods used to study human development, and explain the ethical issues that must be considered in connection with this type of research.
3. Discuss the nature-nurture controversy and the evidence that heredity interacts with the environment to determine intelligence, personality, and physical characteristics.
4. Discuss genetic influences on development, including the roles of dominant and recessive genes.
5. Describe the landmarks that occur at each stage of prenatal development, and the problems that are likely to occur as a result of exposure to environmental hazards at each stage.
6. Describe typical growth patterns throughout the lifespan and the impact of these growth patterns on psychosocial development.
7. Explain Piaget’s theory of cognitive development.
8. Discuss and evaluate the three major theories of language acquisition.
9. Discuss and evaluate the various theories of personality development.
10. Define attachment and describe the major attachment categories. Evaluate the evidence supporting major theories of attachment.
11. Describe the profile of a typical child abuser and the likely consequences of child abuse on the child.
12. Discuss the importance of gender-roles in development across the lifespan.
13. Compare and contrast major theories of adult development.
14. Discuss the major theories concerning how individuals perceive death and dying across the lifespan.
|General Education Outcomes|
I. This course addresses the general education outcome relating to communications as follows:
A. Students develop their reading comprehension skills by reading the textbook, handouts, and assigned journal articles.
B. Students develop their listening skills by listening to lectures, videotapes, and other students (during group discussions and problem-solving exercises).
C. Students develop their writing skills through written homework assignments, papers, and/or writing essays as part of exams.
D. Students develop their speaking skills by asking questions, through class discussions, and/or through oral reports to the class.
II. This course addresses the general educational outcome of demonstration of effective problem-solving and critical thinking skills by requiring students to apply knowledge gained from the course to analyzing and solving the types of problems that are often encountered in real life.
III. This course addresses the general education outcomes of recognition and application of scientific inquiry by requiring students to list and describe the research methods used to study human development, and to explain the ethical issues that must be considered in connection with this type of research.
IV. This course addresses the general educational goal that students should be able to apply the knowledge of personal, societal, and cultural development to living and working in a culturally diverse environment by through its focus on gender-role development and on environmental influences on development.
1. Theoretical perspectives relevant to developmental psychology
2. Research methods used to study development across the lifespan
3. Genetic and environmental influences on development across the lifespan
4. Prenatal development
5. Physical development across the lifespan
6. Cognitive development across the lifespan
7. Language development
8. Psychosocial development across the lifespan
9. Gender-roles across the lifespan
10. Death and dying
|Assessment of Outcome Objectives|
I. COURSE GRADE
Grades from some combination of the following will be used to determine each student’s final course grade: class participation, homework assignments, papers, projects, oral presentations, and exams. Exams may be multiple choice, some combination of multiple choice and short answer or essay, or purely essay and/or short answer. All instructors must give a MINIMUM of two exams for the course, including the final exam. Individual instructors may determine the relative weightings of each component in determining the grade for the course, and must state the weightings to be used in determining student grades in the course syllabus.
II. DEPARTMENT ASSESSMENT
A. This course will be assessed in the spring semester on a three-year assessment cycle. Objective questions assessing student mastery of outcomes for this course will be included in either the final exam or unit tests for this course. Each instructor must include these questions in the appropriate exam. Each instructor is responsible for reviewing and tabulating the results of these outcome assessment questions and transmitting them to the course or curriculum committee responsible for this course. Individual instructors should use feedback from assessment in their classes to review and evaluate their own teaching practices.
B. The construction of the outcome assessment questions will be the responsibility of the college-wide Psychology Curriculum Committee.
III. USE OF ASSESSMENT FINDINGS
The Psychology Curriculum Committee will meet in either the summer or fall term after the spring assessment to review the course and to evaluate the results. The review of the course outcome assessment findings will provide information on success in achieving the desired outcomes for this course on a college-wide basis. If fewer than 70% of the students perform successfully on questions measuring any particular educational outcome, the committee will examine teaching practices related to that outcome, the assessment instrument, and the desired learning outcomes to determine which, if any, of these need modifying. The committee will share its findings and recommendations with all faculty teaching this course, and may make changes to the desired educational outcomes, teaching practices, or assessment instrument as appropriate.
Updated: April 17, 2002
Minor Revisions: June 24, 2005
Last Revised: Aug. 11, 2011