Human Development Across the Lifespan – EDUC 600
CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 11/09/2020
This course includes a survey of the organic, social, and physical factors that influence the development of the individual. It seeks to understand what makes a person distinctively different along with a critical evaluation of various theories of learning and personality development, particularly as they relate to questions of values and religious commitment.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
This course is designed to encourage the candidate to understand and critique human development models and theories in light of a Christian worldview as well as to interact with some significant contemporary issues in human development as they relate to Scripture. Additionally, this course will provide the candidate with an understanding of the physical, mental, emotional, socio-cultural, and spiritual aspects of human development while examining his or her own developmental issues.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Apply appropriate theoretical approaches—including a biblical perspective—related to development of diverse populations across the life span.
- Demonstrate an understanding of developmental theories and prevention, intervention, and treatment from a biblical perspective.
- Identify the effects of crises, disasters, and other trauma-causing events on life span development, including behavior.
- Identify strategies to increase resilience within life span development.
- Identify addictions and addictive behaviors while discussing prevention, intervention, and treatment from a biblical perspective.
- Identify current research in the area of human development—including neurobiology—that continues to develop.
- Demonstrate an understanding of life span development—including transitions—as it relates to middle and late adulthood.
(CACREP – II. G.2.c.; G.3.a.; G.3.b.; G.3.d.; and III.H.1); assessed with Discussion Board Forum #1, Quiz #1, Life Span Development PowerPoint
(CACREP – II. G.2.e) assessed with Quiz #1, Discussion Board Forum #3, Discussion Board Forum #4
(CACREP – II. G.3.c; G.3.f.; SC: A.6; G.1; and III.G.2); assessed with Discussion Board Forum #2, Quiz #4, Quiz #5, Crisis and Intervention PowerPoint, Research Paper
(CACREP – II. G.3.d.; SC: C.3; H.5); assessed with Discussion Board Forum #1, Quiz #3, Quiz #6, Crisis and Intervention PowerPoint, Research Paper
(CACREP – II. G.3.g.; SC: A.6; D.3; G.2); assessed with Discussion Board Forum #3, Quiz #6, Crisis and Intervention PowerPoint
(CACREP – II. G.3.b.); assessed with Discussion Board Forum #3, Quiz #2, Research Paper
(CACREP – II. G.3.a.; G.3.b.; G.3.c.; G.3.d.; G.3.e.; G.3.f.; G.3.g.; G.3.h.); assessed with Discussion Board Forum #4, Discussion Board Forum #5, Quiz #7, Quiz #8, Observation Paper
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
Discussion Board Forums (5)
Discussion boards are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each forum. Participation in Discussion Board Forums is critical to evaluating mastery of the learning objectives for this course by demonstrating understanding and ability to apply knowledge gleaned from course texts, lecture presentations, and assigned research articles. For each forum, the student must submit a thread of 500–550 words and must include at least 1 source from a peer-reviewed journal article (outside of assigned course readings) cited in current APA format. The student must also submit a reply of 250–300 words to at least 1 other student’s thread. (MLO: A, B, C, D, E, F, G).
Life Span Development PowerPoint
The student will develop a 6–8-slide PowerPoint on life span development from infancy to late adulthood. Learning development and transitional periods of life must be addressed. (MLO: A).
Crisis and Intervention PowerPoint
The student will develop a 6–8-slide PowerPoint on life span development from infancy to late adulthood. Effects of crises on development and prevention and intervention plans that will encourage healthy development must be addressed. (MLO: C).
The student will conduct an observation for at least 1 hour in a setting where a wide range of developmental stages are present (e.g., shopping mall, restaurant, church, etc.) and answer a set of questions regarding his or her experience. The Observation Paper must be at least 3 pages. (MLO: G).
The student will choose a topic related to human development and write an 8–10-page double-spaced paper (plus title page, abstract, references, and other required elements) that presents known research on that topic. The student must include at least 8 relevant journal articles in the paper; at least 5 of those articles must be empirical and recent (within the last 5 years). (MLO: C, D, F).
The paper must be completed in the following stages:
- Topic: The student will submit the topic with a brief description of the approach to be taken.
- Annotated Bibliography: The student will submit an annotated bibliography with at least 8 sources (as defined above).
- Final: The student will submit the completed research paper—including the title page, abstract, thesis statement, and annotated bibliography—to LiveText (and ONLY LiveText).
The student will take 8 open-book/open-notes quizzes that cover each module/week’s reading and lecture materials. Quiz 1 contains 10 multiple-choice questions and 1 essay question and has a time limit of 45 minutes. Quizzes 2–8 each contain 10 multiple-choice questions and have a time limit of 45 minutes. Each quiz can only be taken 1 time. (MLO: A, B, C, D, E, F, G).