A survey course addressing the developmental aspects of individuals across the lifespan. Course content encompasses the study of biological, cognitive, social, and emotional developmental changes of the healthy individual in the context of the family and society. The course emphasizes and demonstrates the vital connections between theory, research, and application

General Justification:

CHF SS 1500 has previously been approved as a social science general education course at Weber State University. The focus of the course--using scientific principles to explore the human experience from conception to death within the context of families, schools, communities, and cultures--is closely aligned with the social science general education mission statement. The course focuses on the interplay between biological and sociocultural processes, including genetic and environmental contributors to behavior and development across the lifespan. The skills and knowledge gained in this class prepare students to contribute to society in their future professions as responsible citizens by providing a foundational understanding of theory and current research that can support training for occupations in education, family support services, family counseling, geriatrics, and a variety of other professions where understanding the contextual contributors to behavior and development would be beneficial. The content of the course relating to child development, family life, and systemic interactions between home and classroom settings supports the program requirements of the National Association for the Education of Young Children (NAEYC) and the National Counsel for Accreditation of Teacher Education (NCATE) and Teacher Education Accreditation Counsel (TEAC) requirements for teacher training programs.

The CHF SS1500 course is articulated across the Utah System of Higher Education (USHE). The human development course (1500) is offered as a social science general education course by USU (FCHD 1500), University of Utah (FCS 1500), SUU (FLHD 1500), and Dixie State (FCS 1500). Each member of the USHE offering the 1500 course has agreed to use the same textbook (Invitation to the Lifespan [2010] by Kathleen Berger), and the information covered in the human development 1500 course at each institution is comparable (see Appendix A for a description of learning units and topics covered in the course). If CHF 1500 were removed as a social science general education option, transfer students transferring to and from universities within the USHE system would be disadvantaged.

The CHF SS1500 course is taught by multiple, highly-qualified instructors who are faculty or administrators in the Child and Family Studies Department and Moyes College of Education. Additional instructors are highly trained and experienced members of the community. Although individual outcomes and assessments vary across instructors, a set of core outcome objectives serve as a shared focus across all of the CHF SS1500 sections. These outcomes focus on 1) the interrelationships between biological and psychosocial domains of development, 2) theoretical foundations of understanding development, 3) applying critical thinking skills to analyze and understand human development issues, and 4) use knowledge of theory and context to support optimal development and quality of life in interpersonal relationships in families and professional settings.

With these core focus areas, the CHF SS1500 course contributes to the social science general education mission of the university by supporting the social science learning outcomes and skill development areas established by the university in the following areas:

Written, oral, or graphic communication: Although the specific writing assignments vary across the different instructors who teach this course, students in each section of the course are required to demonstrate effective written communication skills by linking course concepts and foundational developmental theories with real world events and observations. These writing assignments require students to organize information in a logical and meaningful way in order to communicate their understanding of how the course topics and theoretical frameworks discussed in class relate to the students' out-of-class experience. Writing assignments include:

a. Observation and documentation of children's behavior relating to cognitive and social development followed by a reflection describing the theoretical explanation of the behavior observed.

b. Learning a new skill and using theories and principles of development to describe the developmental process experienced by the student.

c. Identifying human development principles in the media or interactions with others and using theories of development to analyze the purpose and function of the observed developmental principle.

d. Identifying problems faced by parents, educators, or others relating to topics covered in the CHF SS1500 course (e.g., disciplinary practices, bullying) and using current research and developmental theories to analyze and critique human development information found in popular (non-scientific) sources.

Abstract logic or reasoning: Abstract reasoning is the ability to analyze information and solve problems on a complex, thought based level. Abstract reasoning requires students to use symbolic or abstract knowledge to recognize patterns and extend the abstract understanding and recognition of patterns to other applications. Students in CHF SS1500 engage in abstract reasoning as they use theoretical principles to make predictions about behavior and experience across a variety of developmental problems and areas. Students in CHF SS1500 develop abstract reasoning by:

a. Using theoretical frameworks to understand observed and experienced behavior outside of class and write about the relationships between abstract theory and the observed or experienced behavior.

b. Examination questions require students to use theoretical principles and ideas to decide the appropriateness of anecdotes describing parenting behaviors and educational practices.

Critical thinking, cognitive learning, and individual or group problem solving: Critical thinking involves analysis, synthesis, and evaluation of information in order to solve a problem. Students in CHF SS1500 engage in critical thinking through in-class learning activities, papers, and examinations requiring the students to analyze and evaluate information to apply to solving current problems relating to learning and development across the lifespan.

a. Students use current research and developmental theory to write a paper evaluating the appropriateness of recommendations made in popular press sources relating to a parenting or development issues.

b. In an in-class learning activity, students watch a short video and read a summary of information relating to common educational practices and assumptions. The students then discuss and evaluate the assumptions and proposals made in order better understand current educational practices and generate new, unique proposals for academic reform.

c. In an individual learning activity, students read a newspaper article discussing kindergarten teachers' views of student school readiness. The students then critically evaluate the statistics presented and claims made in the article in order to identify the assumptions and misleading information presented in the article to try to sway public opinion. 

Describe a social science approach to studying and understanding human behavior:  Principles of applying scientific methodology to the understanding of human behavior is a foundational component of the CHF SS1500 class. In the first learning unit of the course, students learn about how the scientific method is applied to the study of human behavior. Students learn about the relationships between observation, developing hypotheses about observations based on theory, generating appropriate research questions, selecting appropriate research methodology for studying human behavior research questions (e.g., experimental, survey, and observational research methodologies), and identifying limitations of and ethical issues relating to using a scientific approach to understanding human behavior. Through in-class learning activities, writing assignments, and examinations, students in this course demonstrate their ability to:

a.  Identify theoretical assumptions in social science policy and practices (e.g., school readiness and school reform).

b. Identify strengths and weaknesses of social science research practices along with the benefits to individuals and society made by the science of human behavior and development.

c. Use theories of development and current research findings to make judgments and predictions about behavior and development at different points across the lifespan.

Describe basic assumptions about humans and their behaviors from a social science perspective: Multiple theoretical frameworks are introduced to the students to help describe and organize understanding of different aspects of behavior and development across the lifespan (e.g., identity development, cognitive development). Students in CHF SS1500 learn the basic assumptions and tenets of the various historical theories explaining behavior and development (e.g., Psychoanalytic Theory, Psychosocial Theory, Behaviorism, Social Learning Theory, Cognitive Theory, Information Processing Theory, Sociocultural Theory, and the Bioecological Model/Systems Theory). CHF SS1500 students learn about multiple approaches to studying and understanding human behavior, and through in class learning activities, writing assignments, and examinations, are able to:

a. Understand the basic assumptions and premises of the various theories discussed in class and in the textbook.

b. Recognize and apply the principles of the various theories to different life problems (e.g., learning and child guidance, identity development, sociocultural influences on behavior).

Explain the basic elements and operation of a sociocultural system: Throughout the course, the bioecological systems model developed by Urie Bronfenbrenner is used to describe how behavior and development is best understood by identifying the nested, systemic influences (e.g., families, schools, communities, political systems, societies, and historical context) that shape behavior, social interactions, and cultural experiences. Through in-class learning activities, writing assignments, and examinations, CHF SS1500 students are able to:

a. Explain how systemic influences such as economics, political climate, environmental pollution, family background, peers, teachers, and communities may shape individuals' development.

b. Recognize how historical changes and events shape human experience, behavior, and development (e.g., large scale historical events, cohort effects). 

Explain the interactions between individuals and their sociocultural and/or natural environments:  The interaction of individuals and their sociocultural and natural environment are discussed throughout the course. Genetically influenced individual factors, such as temperament and personality, influence the type of parenting and family environment an individual will experience as well as personal preferences contributing to assortative mating and identity/occupation development. Cultural influences on parenting practices, mate selection, career choices, and culturally mediated expectations for behavior of children, adolescents, adults, and elderly individuals influence the choices and experiences of individuals across the lifespan. Primarily through examination questions, CHF SS1500 students demonstrate knowledge of:

a. Genetic and epigenetic influences on behavior and physical, cognitive, and social development.

b. Cultural influences on parenting and expectations for child behavior (e.g., independence or interdependence).

c. The interplay of individual and culture/context in the development of interpersonal relationships with families, peers, and romantic partners.

d. The role of culture and society in shaping identity and life choices.

Yes. The proposal was discussed and approved by the faculty in the Child and Family Studies department in a Departmental Meeting on 9-21-2011.

CHF SS1500 is unique in that it examines development of individuals within the context of families, communities, and the broader society across the lifespan. The most similar course to CHF SS1500 would be the PSY SS1010 course described in the university catalog as an “[i]ntroduction to the scientific study of human behavior.”

Students pursuing majors or minors in Teacher Education (Elementary Education and Special Education) are required to take this course prior to entering into the teacher education program. See comments in Appendix B.

See attached syllabi in Appendix C.

Contact hours per week = 3 hours of lecture.

NA

The textbook and class format is organized into seven learning units beginning with an exploration of developmental theory and research approaches and then progressing through the different developmental eras across the lifespan (See Appendix A). This table describes the core course learning outcomes for the CHF SS1500 course along with a brief description of the course topics supporting the outcomes and how the outcomes are assessed.

Core Course Learning Outcome 1. Understand the impact and interrelationships of the biological and psychosocial developmental domains shaping the human experience across the lifespan.

This course learning outcome relates to the third and fourth identified university social science general education outcomes (explaining the basic elements of sociocultural systems and explaining the interaction between individuals and their sociocultural and natural environments).

 Unit 1 includes exploration of genetic inheritance as setting the potential for development. Prenatal information includes how teratogens can damage the human potential.

Unit 2 topics include discussion of childhood illnesses and immunization to prevent illness in relation to development.

Unit 3 includes discussion of the importance of enriching early environments and exploration on brain development.

Unit 5 discusses the impact of adolescent risk-taking behaviors, such as early sexual activity and substance abuse, on health and development.

Assessment Includes:

Unit 1: Students chart potential genetic inheritance of a child when given parents' genetic traits. Assessed with specific test questions and non-graded worksheets.

Unit 1: Students are able to identify, through test questions and graded in-class activities, a variety of environmental teratogens and relate them to known developmental malformations.

Unit 2: Through multiple choice and completion questions, students are able to demonstrate their understanding of environmental and biological influences of asthma and obesity. Non-graded in-class critical thinking activity on immunization risks and benefits focusing on research evidence provides the instructor with feedback on students' comprehension of the topic.

Unit 3: Through graded observations and test questions, students identify the Piaget's sensorimotor and preoperational periods of cognitive development and Erikson's stages of trust vs. mistrust, autonomy vs. doubt and shame, and initiative vs. guilt. Test questions also assess understanding of the bi-directionality of influence between parent and children.

Unit 3: Test questions and worksheets corresponding to infant brain development demonstrate students' understanding of anatomical structures and processes associated with neural development and learning in early childhood.

Unit 5: Exam questions and an adolescent observation activity on identity vs. role confusion measures the students' understanding of the theoretical basis for risk-taking using Erikson's and Piaget's theories of social and cognitive development.

Throughout all learning units,  exams, observations, and writing assignments are graded on a percentage of points possible. The students final grade is based on percentage of accumulated points using the following scale:

90-93% = A-

87-89% = B+

84-86% = B

80-83% = B-

77-79% = C+

74-76% = C

70-73% = C-

67-69% = D+

60-66% = D

<60% = E

Core Course Learning Outcome 2. Know and apply the basic theories guiding the study of human development including psychoanalytic/psychosocial, cognitive/learning, systems, and humanistic theories.

This course learning outcome relates to the first and second stated university general social science outcome objective areas (describe social science approaches to studying and understanding human behavior and describing basic assumptions about humans and their behavior).

Units 1-7 describes the theoretical perspectives and assumptions of the psychoanalytic, psychosocial, behavioral, ecological systems, and humanist theories as a historical descriptor of the field of human development as well as to introduce principles of the scientific method applied to the study of behavior.

Piaget's and Vygotsky's theories are discussed in Units 2 (infancy), 3 (early childhood), 4 (middle childhood), and 5 (adolescence) to describe changes in cognitive processes, learning, memory, and reasoning as maturation occurs.

Psychosocial theory (Erikson) is used in each of the subsequent learning units (2-7) to describe psychosocial conflicts and development experienced in each phase of the lifespan

Systems theory is discussed in each learning unit to contextualize individual experience and development within families, communities, and cultures and across time.

Maslow's Hierarchy of Needs is discussed in Units 6 and 7 (adulthood and late adulthood) to describe processes relating to individual and interpersonal success.

Theoretical Perspectives on Development: Exam questions are used to assess students' understanding of theories specific to human development. These include Erikson's Psychosocial, Piaget's Cognitive, Maslow's Hierarchy of Needs, Bronfenbrenner's Ecological and Vygotsky's Sociocultural theories as they relate to the lifecycle.

Piaget and Vygotsky: Exam questions measure understanding of constructivist theories of learning. Understanding of qualitative changes of cognitive development and their impact on the ability of the child to understand the environment are measured through test questions and observations and written responses to movies and video vignettes.

Psychosocial Theory: Exam questions are designed to indicate students' understanding of associated behaviors of children and adults in each of Erikson's stages of psychosocial development.

Systems Theory: Exam questions and graded in-class learning activities are used to assess students' understanding of Bronfenbrenner's Ecological Theory of inter-related systemic influences showing the importance of recognizing contributions of the entire network of interrelated systems on human behavior.

Maslow's Hierarchy of Needs: Through exam questions and structured observations, students are able to identify the influence of needs on specific human behaviors.

Core Course Learning Outcome 3. Develop and demonstrate higher-order cognitive processes of synthesis, analysis, and evaluation in regard to understanding developmental processes and applying this understanding to understanding problems and challenges relating to human development.

This course learning objective supports the second general social science outcome objective area (describe basic assumptions about human and their behaviors).

Unit 1 topics promoting higher-order cognitive processes and analysis include examining assumptions and applicability of developmental theories as well as evaluating the appropriateness of different research methodologies for studying development.

Unit 3 topics include critically examining assumptions about school readiness.

Unit 4 critical analysis and analytic approaching include analysis of educational system assumptions and school reform.

Unit 6 analytical examination of cultural and systemic contributions to changes in expectations for individuals transitioning from adolescence into adulthood.

Higher-order cognitive processes and critical examination of assumptions: Students understanding and use of higher-order analysis are measured through graded observations that require an analysis of behavior based on theories. Through a graded worksheet learning activity, students are required to analyze charts with statistical data and be able to apply critical thinking skills to make valid interpretations about school readiness (in Unit 3).  Through a graded in-class group project, students analyze assumptions relating to current educational practices and identify and make predictions about the effectiveness of academic reform practices (in Unit 4).

Cultural and Systemic Contributions--Transition to Adulthood. Through exam questions and graded written reflection assignments, students identify systemic influences on expectations relating to the transition from adolescence to adulthood (in Unit 6).

Core Course Learning Outcome 4. Demonstrate the ability to use human development knowledge to understand the human experience in context across the lifespan to foster optimal development and quality of life in interpersonal and professional relationships.

This course learning objective relates to the fourth general social science outcome objective area (explain the interaction between individuals and their sociocultural and/or natural environments).

Units 3-4. Application of human development knowledge to parenting and educational practices.

Unit 6. Principles of partnering and development of effective romantic relationships.

Unit 7. Policies and practices relating to effective support practices while working with elderly populations.

Units 3-4: Exam questions in assess students' understanding of Baumrind's four styles of parenting as they relate to children's behavior and school performance. Test questions designed to measure students' understanding of inductive guidance procedures to enhance prosocial development. Through exam questions and observational learning activities, students demonstrate understanding of effective guidance strategies in academic settings.

Unit 6: Through exam questions and a graded written reflection/interpretation activity, students demonstrate understanding of biological (evolutionary) and sociocultural influences on mate selection and relationship development.

Unit 7: Through test questions and a graded in-class reflection, students demonstrate knowledge of the wide variety of functioning demonstrated by older adults and describe effective practices for working with a diverse population of aging individuals (levels of support or assistance needed).

Instructors use feedback received relating to student understanding of the core course concepts from student test scores and written communication to gauge student understanding and identify areas requiring additional explanation and instruction throughout the semester.

Faculty in the Child and Family Studies Department periodically meet to discuss observations of general student strengths and weaknesses across other courses offered by the department. Through this process, faculty identified understanding and recognition of theoretical frameworks as an area in need of improvement in the students taking Child and Family Studies courses. As a result, we have intensified the focus on theories in the CHF SS1500 course and faculty have reported improvement in student’s understanding and abilities to apply theories in subsequent classes.

We also have periodically sought feedback from students who take the CHF SS1500 course as a prerequisite for other programs, such as Elementary Education, to find what material in the course seems to be the most useful for preparing them for their other courses. We use this feedback to maintain the course focus on useful and relevant material for preparing students for their subsequent coursework.

We received feedback from the nursing program about the need for information about physical, cognitive, and social/emotional characteristics of older individuals. As a result, we attempt to include these topics in relation to health services to support the learning of individuals taking CHF SS1500 in preparation for entering health professions.

Additionally, instructors who have taught the CHF SS1500 course in the past provide guidance to new instructors to maintain a consistent focus on foundational learning goals across the different sections of the class.

The departmental formal outcome assessment of graduating seniors in the senior seminar course is used as a venue for evaluating what students know and in which classes they learned the material. As a result, we have identified the theoretical foundations of development and systemic influences on behavior in young children and families as key concepts to include in the CHF SS1500 course to provide a foundation for learning in subsequent courses. For example, senior seminar (CHF 4990A) students' ability to articulate, in written form, the information related to Unit 4 (guidance strategies) are measured based on the assessment of at least two professors. Any demonstrated weaknesses by these students are then used to bolster the curriculum in designated courses such as CHF SS1500.

Unit 1: The Science of Development

Defining development.

Social and cultural influences on expectations and understandings of development.

Multi-directional, multicontextual, multicultural, and multidisciplinary components of understanding development.

Theories of development.

Using the scientific method to study development (research methods, ethics and challenges relating to developmental research).

Genetic and environmental influences shaping prenatal development.

Unit 2: The First Two Years

Physical, cognitive, and social development in the first two years.

Health and wellness (immunizations, nutrition).

Infant/toddler cognitive development and language.

Theories of development relating to infancy and toddlerhood (cognitive theory, systems theory, and attachment).

Unit 3: Early Childhood

Physical, cognitive, and social/emotional development early childhood.

Brain development and cognition (Cognitive Development Theory--Piaget).

Language development within social contexts (Vygotsky).

Early childhood education.

Emotional development and self-regulation.

Unit 4: Middle Childhood

Physical growth and development.

Cognitive development and academic learning.

The influence of families and parenting on children's cognitive, social, and emotional development.

The role of peers in shaping development in middle childhood.

Unit 5: Adolescence

Physical, social, and psychological processes relating to puberty.

Identity development.

Sexuality and social development.

Depression and substance abuse in adolescence.

Unit 6: Adulthood

Cultural and economic influences and expectations for emerging adulthood.

Identity, intimacy, and generativity.

Aging and senescence.

Families, work, and stress.

Unit 7: Late Adulthood

Society and cross-cultural views of aging.

Physical, cognitive, and social changes in late adulthood.

Families and social networks.

Death and dying--hospice care and bereavement.

CHF SS1500

FALL 2011

HUMAN DEVELOPMENT

Instructor:  Dr. Jared Lisonbee

MWF 9:30 – 10:20

ED 104

PHONE: 626-8075

E-MAIL: jaredlisonbee@weber.edu

OFFICE: ED 206

OFFICE HOURS: TTh 9-11 & by appointment

Tentative Course Schedule—Subject to Change

Aug 22-24

Introductions and Overview of the Course. Syllabus and Course Policies. What is “Human Development?”

Aug 26-31

Chapter 1—The Science of Development

Sept 2-9

Chapter 2—Genes and Prenatal Development (no class on Sept 5)

Sept 12-16

Chapter 3—The First Two Years: Body and Brain

Sept 19-23

Chapter 4—The First Two Years: Psychosocial Development

EXAM 1

Available Sept 26-28 on Chi Tester

Sept 26-30

Chapter 5—Early Childhood:  Body and Mind

SEPT 30:  Human Development Encounter 1

Due on CANVAS by 11:59 p.m.

Oct 3-7

Chapter 6—Early Childhood:  Psychosocial Development

Oct 10-12

Chapter 7—Middle Childhood: Body and Mind

Oct 14

FAMILIES ALIVE CONFERENCE—please attend (no class held)

Oct 17-19

Chapter 8—Middle Childhood: Psychosocial Development

Oct 21

NO CLASS

EXAM 2

Available Oct 24-26 on Chi Tester

Oct 24-28

Chapter 9—Adolescence:  Body and Mind

OCT 28: Human Development Encounter 2

Due on CANVAS by 11:59 p.m.

Oct 31-Nov 4

Chapter 10—Adolescence: Psychosocial Development

Nov 7-11

Chapter 11—Emerging Adulthood:  Body, Mind, and Social Worlds

Nov 14-18

Chapter 12—Adulthood:  Body and Mind

EXAM 3

Available Nov 21-23 on Chi Tester

Nov 21-23

Chapter 13—Adulthood:  Psychosocial Development

Nov 28

Chapter 14—Late Adulthood:  Body and Mind

Nov 30-Dec2

Chapter 15—Late Adulthood:  Psychosocial Development

Epilogue—Death and Dying

Dec 2:  Human Development Encounter 3

Due on CANVAS by 11:59 p.m.

EXAM 4

Available Dec 5-7 on Chi Tester