Course outline. Code: PSY203 Title: Introduction to Human Development

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1 Course outline Code: PSY203 Title: Introduction to Human Development Faculty of Arts and Business School of Social Sciences Teaching Session: Semester 1 Year: 2016 Course Coordinator: Dr Prudence Millear Room: T2.05 Phone: (07) pmillear@usc.edu.au 1. What is this course about? 1.1 Course description In this course you will cover the major theoretical and methodological approaches in the study of human development. Utilising a chronological approach, you will learn about prenatal development, infancy, childhood, adolescence, and adulthood. In doing so, you will learn about the physical, cognitive, social, personality, emotional, and moral development across the lifespan. The major life issues, milestones, and transitions from conception to death will be explored. 1.2 Course content What is human development and how is it studied? theories, research, and methodologies in human development physical development cognitive development social development personality development emotional development moral development lifespan prenatal infancy childhood adolescence adulthood death and dying life issues, events, milestones, transitions 2. Unit value 12 units

2 Page 2 3. How does this course contribute to my learning? Specific Learning Outcomes Assessment Tasks Graduate Qualities On successful completion of this course you should be able to: You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: Understand and explain the theories that underpin the study of human development Critically evaluate research conducted in developmental psychology Demonstrate a clear and concise argument that is supported by psychological research, alone and with peers. 1, 2 and 3 Creative and critical thinkers. 1, 2 and 3 Creative and critical thinkers. 1, 2 and 3 Empowered. 4. Am I eligible to enrol in this course? Refer to the Coursework Programs and Awards - Academic Policy for definitions of pre-requisites, corequisites and anti-requisites 4.1 Enrolment restrictions Nil 4.2 Pre-requisites PSY100 and PSY Co-requisites Nil 4.4 Anti-requisites Nil 4.5 Specific assumed prior knowledge and skills As per pre-requisites 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

3 5.2 Assessment tasks Task No. Assessment Tasks Individual or Group 1 Weekly online quizzes Page 3 Weighting % What is the duration / length? When should I submit? Individual 30% N/A Friday 11pm in Weeks 2 to 7 and 9 to 12 Where should I submit it? Blackboard 2 Essay Individual 40% 1800 words Week 12, Blackboard Wednesday 11pm 3a Video Group 0% 5 to 8 minutes Weeks 8 and 13 In class vignettes 3b Reflections on the lifespan Individual 30% 2 x 300 words Exam Week 1, Friday 11pm Blackboard 100% Assessment Task 1: Weekly online quizzes Goal: Product: Format: To assess your learning about Human Development through multiple-choice questions. You will complete the online quizzes to demonstrate and apply your knowledge to factual, applied and conceptual questions. Weekly online quiz Online quiz, multiple choice questions. There are 10 quizzes, each worth 3%. The quizzes will be held at the end of Weeks 2, 3, 4, 5, 6, 7, 9, 10, 11, and 12 and will be based on the Hoffnung et al. textbook chapters appropriate to that week of the course. You will be advised in Week 1 of the specific times when the quizzes will be open for completion. Criteria accuracy of responses knowledge and comprehension of related course content recognition, evaluation and application of theories within various contexts Generic skill assessed Skill assessment level Problem solving Assessment Task 2: Essay Goal: Product: Format: The goal of this assessment is to communicate your understanding of a topic in developmental psychology in an academic and formal way, using current research literature to evaluate and analyse the essay question. Essay The word count is 1800 words (± 10 percent) and includes any headings and in-text citations (in and out of brackets), but not the title page, abstract, or reference list. Include the word count on your title page. Please note that the calculation of word counts can vary between courses and you should ensure that you are aware of any differences. You will be provided with an essay topic in Week 1 and asked to critically review current research in human development on the topic. Further information will be provided on Blackboard at that time.

4 Page 4 Criteria This task will be assessed according to level of achievement in the following: Abstract: informative and concise summary of the purpose and content of the essay Essay: situation of essay in topic area, definition of key terms, and direction of essay identification and use of appropriate developmental theory extent and relevance of current experimental research applied in the essay correctness and accuracy of relevant information that is without omission evidence of critical analysis of the research literature and demonstration of original thinking structure and cohesion of argument established throughout the essay careful and accurate use of APA referencing and style use of formal, academic language Generic skill assessed Skill assessment level Problem solving Organisation Assessment Task 3a: Video vignettes Goal: The goal of this assessment is to communicate your understanding of Developmental Psychology by producing short video vignettes about two stages in the lifespan: adolescence and older adulthood. Product: Video vignettes of adolescence and older adulthood Format: Time will be allocated in the weekly workshops for you to develop your ideas for the video vignettes. Further details will be provided to you on Blackboard in Week 1. You will in groups on the project and each student is expected to be actively involved in it s conception and production. It is expected that each of the video vignettes will be between 5 and 8 minutes in length. The video vignettes will be presented in class in weeks 8 (on adolescence) and 13 (on older adulthood). You will receive peer feedback on content of the vignettes (rather than their production values) during the class times. The videos should be made in a file format that can be played in the university s computer system. Further details will be available on Blackboard in Week 1. Criteria This task will be assessed according to level of achievement in the following: Content is thoughtful, engaging, and interesting Content is appropriate for the developmental stage under consideration Vignette utilises current research literature to frame the content Content demonstrates critical analysis of situations and individual experiences Use of appropriate formal, academic language Generic skill assessed Skill assessment level Communication Information Literacy Collaboration

5 Page 5 Assessment Task 3b: Reflections on the lifespan Goal: The goal of this assessment is to reflect on your understanding of two stages of the lifespan (adolescence and older adulthood) and your experiences in producing the video vignettes about these life stages. Product: Reflective writing Format: Two reflections, each with a word count of 300 words (600 in total, ± 10%). The reflections on the lifespan will be completed after the presentations of the vignettes. You should include consideration of the feedback received from your peers as part of your reflections and situate your writing in the current research literature about each life stage. You should reflect on what you have learnt about human development through this process. In addition, you should explore the factors that influence the interactions between individuals and their different environmental settings and the opportunities and challenges that can arise in the complexities of human development. You will be using PebblePad throughout the semester to record your activities in the course and there will be space within PebblePad to develop and refine your reflections across the semester. Once completed, insert the two reflections into the template provided in Pebblepad for Task 3b. The template will have space for each reflection and a third space to insert any references that you have used (i.e., combine all references that you have used for both reflections into one list). The template will then be submitted for assessment. The word count for the reflections includes all the in-text citations (inside and outside the brackets) but does not include the reference list. Criteria This task will be assessed according to level of achievement in the following: situation of the life stages in relevant current research literature and definitions of key terms reflections on each life stage and your experiences with the video vignettes exploration of issues that occur in the life stages critical analysis and synthesis of your understanding use of formal, academic language and APA referencing and style Generic skill assessed Skill assessment level Communication Information Literacy 5.3 Additional assessment requirements Assessment Preparation Word limit +/- 10% Essay 1800 words Reflections on the lifespan 600 words Referencing Style APA style Appropriate Manual Format APA Style Page Margins Font Style Font Size Line Spacing Submission Requirements American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author. 2.5cm Times New Roman for text and running head 12pt Double line spacing and no additional spacing between paragraphs Assignment must be submitted electronically (through Blackboard) no later than pm of the stated day. Penalties apply for not adhering to submission requirements.

6 Page 6 SafeAssign (Blackboard) In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to. If required, details of how to submit via SafeAssign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours On campus Lecture: 1 hour online per week and workshop preparation activities On campus Tutorial: 2 hour workshop per week 6.2 Teaching semester/session(s) offered Semester Course activities Teaching Week / Module What key concepts/content will I learn? What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities 1 Introduction to lifespan developmental psychology Workshop Chapter 1 2 The science of lifespan development Online Lecture Chapter 2 3 Heredity, prenatal development and birth Online Lecture Chapter 3 4 Good Friday Public Holiday 25 th March Development in the first two years Online Lecture Chapters 4 & 5 Mid Semester Break

7 Page 7 Teaching Week / Module What key concepts/content will I learn? What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities 5 Development in early childhood Online Lecture 6 Development in middle childhood Online Lecture 7 Development in adolescence Online Lecture 8 Considering adolescent Online Lecture Anzac Day development in different Public Holiday environments 25 th April 9 Development in early adulthood Online Lecture 10 Development in middle adulthood Online Lecture 11 Development in late adulthood Online Lecture 12 Dying, death, and bereavement Online Lecture 13 Considering older adulthood in Online Lecture different environments Study Period Central Examination Period End of Semester Break Please note that the course activities may be subject to variation. Chapters 6 & 7 Chapters 8 & 9 Chapters 10 & 11 Chapter 12 & 13 Chapters 14 & 15 Chapters 16 & 17 Chapter What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resources listed below: Author Year Title Publisher Hoffnung, M. et al Lifespan development: A chronological approach (3rd ed.) AND O Shea, R., McKenzie, W. & Moss, R. AND American Psychological Association Milton, QLD: John Wiley & Sons Writing for psychology (6th ed.) Cengage Learning Australia, South Melbourne, Victoria Publication manual of the American Psychological Association (6th ed.) OR Burton, L. J 2010 An interactive approach to writing essays and research reports in psychology (3rd ed.) Washington, DC Milton, QLD: John Wiley & Sons.

8 Page 8 You will need access to either the APA or Burton writing guide in order to correctly reference using the APA style. If your continuing with the psychology program, you are strongly advised to purchase and use the APA publication manual (rather than Burton) for this course and in future writing tasks within the psychology program Electronic versions of the text books: 1. Wiley have the Hoffnung et al. (2013) text available as an e-book with access to the online study resources. Use this link to purchase the e-book and istudy bundle: 2. Cengage Publishing has the O Shea and McKenzie (2013) text available as an e-book. You can purchase the e-book, by following the link to the Cengage web site: Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements N/A 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or StudentLifeandLearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information Locating Journal Articles If you have been notified that the journal articles in this course are available on e-reserve, use the on-line library catalogue to find them. For journal articles not on e-reserve, click on the "Journals and Newspapers" link on the Library Homepage. Enter the journal title e.g. History Australia, then search for the volume and issue or keyword as needed.

9 Page 9 Assignment Cover Sheets The Faculty of Arts and Business assignment cover sheet can be found on Blackboard or on the USC Portal at: Faculty of Arts and Business (Students) > Forms. It must be completed in full identifying student name, assignment topic, tutor and tutorial time. This must be attached securely to the front of each assessment item prior to submission. Claims of loss of assignments will not be considered unless supported by a receipt. Help: If you are experiencing problems with your studies or academic work, consult your tutor in the first instance or the Course Coordinator as quickly as possible. Difficulties: If you are experiencing difficulties relating to teaching and assessment you should approach your tutor in the first instance. If not satisfied after that you should approach in order your Course Coordinator, Program Coordinator then Head of School. General enquiries Student Central - Building C Tel: Fax: Studentcentral@usc.edu.au

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