Lifespan Development/ Developmental Psychology PSYC 2130/3510

Course Title: Lifespan Development Psychology/Developmental Psychology
Course Number: PSYC 2130/PSYC 3510
Credit Hours: 3
Catalog Course Description:
PSYC 2130 (same as TN eCampus PSYC 2130): A study of the concepts and theories of
human psychological and physical development from conception to death, with emphasis
on psychological learning theories. PSYC 3510: The growth and development of the
human organism from a theoretical perspective: biological, cognitive, social, and emotional.
How Program Site will be incorporated into the course: The central themes of human
development are nature vs. nurture, stability and change, and risk and resilience. These are
also the central themes of India. At its core, India is an ancient and spiritual civilization. And
yet, its film industry is the biggest in the world, it has one of the fastest-growing economies
in the world, and it is known for its tech-savvy young workforce. India has a long history of
class and gender inequality, but it is also the birthplace of Mahatma Gandhi, who shaped the
modern human rights movement. No matter what course students take in India, they will see
their country and the world with new eyes. Students who take lifespan developmental
psychology in India will focus on the stages of individual and family life in a way that makes
them see their own experiences with new eyes.
The India program emphasizes high-impact educational practices. All program students will
participate in service learning and will visit local organizations that are active in areas such
as health care access, environmental sustainability, women’s opportunities, and educational
equality for all children. The program takes place in one of the most culturally diverse
places in the world, in India’s “Golden Triangle” of Delhi, Agra, and Jaipur. In Delhi,
students will take in life in one of the world’s biggest cities, visiting the political and
economic sights of New Delhi and taking a bicycle rickshaw tour of historic Old Delhi. In
Agra, students may visit the magnificent Taj Mahal and talk to educators at the Institute of
Mental Health and Hospital (formerly the British-run Agra Lunatic Asylum) and St. John’s
College, which has a long history of focusing on social justice. In Jaipur, students will visit
local projects focused on economic, environmental, and health care issues.
Prerequisites: No prerequisites for the international offering of this course.
Textbook(s) and Other Course Materials: The text for this course is available through
Open Educational Resources: Lumen Learning Lifespan Development, retrieved from Students will
also read Martin Luther King, Jr.’s 1959 Ebony article, “My Trip to the Land of Gandhi,”
and a selection from one of two books on childhood and parenting in different cultures:
(1) Lancy, D.F.(2015). The anthropology of childhood:Cherubs, chattel, changelings (2nd Ed.).
Cambridge University Press; or (2) LeVine, R.A., & LeVine, S.(2016). Do parents matter?
Why Japanese babies sleep soundly, Mexican siblings don’t fight, and American families
should just relax. Public Affairs. The instructor will provide access to these materials, and
students will have some choice in their selections from the parenting books.
I. Week/unit/Topic Basis: modify for number or weeks
II. Course Goals:
The course will:
A. Familiarize students with the central issues of developmental psychology, with
special emphasis on lifespan development, cultural influences, education, and risk,
trauma, and resilience.
B. Enable students to understand the significance of landmark studies and to
differentiate between evidence-based theories and pseudoscience.
C. Prepare students to read, understand, and conduct research by teaching them basic
research designs used in developmental psychology.
D. Prepare students for health- and education-related careers and for family life by
providing information about human development across the lifespan.
E. Enable students to become knowledgeable about human diversity and to become
competent and confident in multicultural and international environments.
III. Expected Student Learning Outcomes*
Upon successful completion of this course, the student should be able to:
A. Identify central issues in developmental psychology.
B. Identify important developmental studies.
C. Identify basic research designs used in developmental psychology.
Week 1 (1) Intro to developmental concepts; research designs; and
theories of cognitive, social-emotional, and moral development.
(2) Conception, prenatal development, infancy, & toddler
development. (3) Adverse Childhood Experiences, brain
development, & research on risk & resilience.(4) Parenting in
different cultures. (5) Indian etiquette and cultural norms. (6)
Intro to service learning & reflection. study abroad content:
(1) Culture norms & etiquette; (2) parenting in different
Week 2 (1) Social & moral development in early childhood and middle
childhood. (2) Adolescent & emerging adult brain development.
(3) The role of class and gender in lifespan development
identity.(4) Life stories and family stories.
Week 3 (1) Rites of passage and cultural norms in adolescence &
emerging adulthood. (2) Middle and late adulthood
development. (3) End-of-life development & social customs. (4)
Indian psychology & internationalizing psychology.
D. Demonstrate basic knowledge of age-appropriate patterns of physical, cognitive, and
psychosocial development in typically developing children, adolescents, and adults.
E. Provide specific examples of the role of culture in development across the lifespan.
*Letters after performance expectations reference the course goals listed above.
IV. Evaluation:
A. Testing Procedures: (40% total).
(1) An exam at the end of Week 2 will count 10%; and the final exam will count
10%. (Course Goals A, B, C, D)
(2) Each week, there will be 3-4 very short reflective writing assignments or quizzes
on assigned readings, program activities, or class activities. The lowest score
will be dropped. The average of the remaining scores will count 20%. (Course
Goals A,B,C,D,E)
B. Laboratory Expectations: N/A
C. Research Paper: N/A
D. Other Evaluation Methods: (60% total).
(1) Service Learning: (20%). Participation in service learning activities and class
reflection activities. (Course Goals D, E)
(2) Student-Led Discussion Assignment (30 %): Each student will be required
to lead a discussion during a class meeting. These discussions should connect
developmental psychology concepts and research with (a) information from a
reading from one of the two parenting practices books (see Texts), (b)
information from relevant excursions or service organization visits, and (c)
current or historical events in India. The discussions should emphasize India
but tie in connections to American culture and international developmental
practices. These discussions will run approximately 30 minutes. Two students
may work together, but they will be responsible for two sets of readings and
about 50 minutes of presentation. (Course Goals A,B,C,D,E)
(3) Course Connection Reflections (10 %): Students will write one reflective
personal essay on their learning experiences (Course Goals A, D, E).
E. Grading Scale: Please note that some TnCIS member institutions do not accept +
and – grades, therefore all TnCIS grading must consist of only A, B, C, D, F letter grades
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 59 and below