UoPeople Online Syllabus Repository (OSR)

Health Science

CPH 3610 Human Development in a Global Perspective

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CPH 3610:  Human Development in a Global Perspective


Prerequisites: CPH 2712 - Community and Public Health II


Course Description:  

This course provides a comparative analysis of the life course and stages from infancy through adolescence and adulthood, to old age and death. Various developmental processes are addressed, including socio-emotional, cognitive, and physical. Various perspectives are explored from the social sciences including an analysis of rituals and rites of passage and roles at various life states, to the biological where students study predictors of menarche, fertility, brain development as well as stages of physical and mental decline. Particular emphasis on cross-cultural differences in human development is explored throughout the course.


Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Some of the materials for this course can be found in this archive.


Software Requirements/Installation: No special requirements.


Learning Objectives and Outcomes:

By the end of this course students will be able to:

  1. Identify and describe the underpinnings of highlighted theories in Human Development and the Life Course
  2. Integrate and analyze human development against health behavior outcomes
  3. Integrate and analyze human development across the life course and cultural contexts

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

Week 1: Unit 1-  Theories of Human Development & The Life-course

Week 2: Unit 2-  Birth & Infancy

Week 3: Unit 3-  Childhood

Week 4: Unit 4-  Adolescence

Week 5: Unit 5-  Emerging Adulthood & Adulthood

Week 6: Unit 6- Family formation & Mid-life

Week 7: Unit 7- Aging & Late Life

Week 8: Unit 8-  Death, Dying, and Mourning

Week 9: Unit 9- Final Exam


Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

Unit 1: Theories of Human Development & The Life-course

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz

Reading Assignment



Unit 2: Birth & Infancy

  • Peer assess Unit 1 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz

Reading Assignment


  • Beinempaka, F., Tibanyendera, B., Atwine, F., Kyomuhangi, T., & MacDonald, N. E. (2014). The practice of traditional rituals and customs in newborns by mothers in selected villages in southwest Uganda. Paediatrics & child health19(2), 72. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3941678/.
  • Davis, E. P., & Sandman, C. A. (2010). The timing of prenatal exposure to maternal cortisol and psychosocial stress is associated with human infant cognitive development. Child development81(1), 131-148. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2846100/.
  • Hack, M., Flannery, D. J., Schluchter, M., Cartar, L., Borawski, E., & Klein, N. (2002). Outcomes in young adulthood for very-low-birth-weight infants. New England Journal of Medicine346(3), 149-157.  Retrieved from http://www.nejm.org/doi/pdf/10.1056/NEJMoa010856.


Unit 3: Childhood

  • Peer assess Unit 2 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Make entries to the Learning Journal
  • Take the Self-Quiz

Reading Assignment


  • Kim, P., Evans, G. W., Angstadt, M., Ho, S. S., Sripada, C. S., Swain, J. E., Liberson, I., & Phan, K. L. (2013). Effects of childhood poverty and chronic stress on emotion regulatory brain function in adulthood. Proceedings of the National Academy of Sciences110(46), 18442-18447.  Retrieved from: http://www.pnas.org/content/110/46/18442.long.


Unit 4: Adolescence

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz
  • Take the Graded Quiz

Reading Assignment


  • De Bolle, M., De Fruyt, F., McCrae, R. R., Löckenhoff, C. E., Costa Jr, P. T., Aguilar-Vafaie, M. E., ... & Avdeyeva, T. V. (2015). The emergence of sex differences in personality traits in early adolescence: A cross-sectional, cross-cultural study. Journal of Personality and Social Psychology108(1), 171-185. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4327943/.
  • Catalano, R. F., Fagan, A. A., Gavin, L. E., Greenberg, M. T., Irwin, C. E., Ross, D. A., & Shek, D. T. (2012). Worldwide application of prevention science in adolescent health. The Lancet379(9826), 1653-1664. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4398056/.
  • Al-Hazzaa, H. M., Al-Nakeeb, Y., Duncan, M. J., Al-Sobayel, H. I., Abahussain, N. A., Musaiger, A. O., Lyons, M., Collins, P., & Nevill, A. (2013). A cross-cultural comparison of health behaviors between Saudi and British adolescents living in urban areas: Gender by country analyses. International Journal of Environmental Research and Public Health10(12), 6701-6720. Retrieved from http://www.mdpi.com/1660-4601/10/12/6701/htm.

Unit 5: Emerging Adulthood & Adulthood

  • Peer assess Unit 4 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz

Reading Assignment


  • Shurts, W. M., & Myers, J. E. (2008). An examination of liking, love styles, and wellness among emerging adults: Implications for social wellness and development. Adultspan Journal7(2), 51-68.
  • Clarke, P., Marshall, V., House, J., & Lantz, P. (2011). The social structuring of mental health over the adult life course: Advancing theory in the sociology of aging. Social Forces89(4), 1287-1313.
  • English, T., & Carstensen, L. L. (2014). Selective narrowing of social networks across adulthood is associated with improved emotional experience in daily life. International Journal of Behavioral Development38(2), 195-202. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4045107/.

Unit 6: Family Formation & Mid-life

  • Peer assess Unit 5 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz
  • Take the Graded Quiz

Reading Assignment

  • Gray, P. B., & Crittenden, A. N. (2014). Father Darwin: effects of children on men, viewed from an evolutionary perspective. Fathering12(2), 121-142.

  • Lachman, M. E., Teshale, S., & Agrigoroaei, S. (2015). Midlife as a pivotal period in the life course: Balancing growth and decline at the crossroads of youth and old age. International Journal of Behavioral Development39(1), 20-31. Retrieved from http://europepmc.org/articles/pmc4286887.
  • Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T. (2002). A review of 50 years of research on naturally occurring family routines and rituals: Cause for celebration? Journal of Family Psychology,16(4), 381-390. Retrieved from https://books.apa.org/pubs/journals/releases/fam-164381.pdf.

 Unit 7: Aging & Later in Life

  • Peer assess Unit 6 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz

Reading Assignment



Unit 8: Death, Dying, and Mourning

  • Peer assess Unit 7 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz
  • Complete and submit the anonymous Course Evaluation
  • Take the Review Quiz
  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam

Reading Assignment


  • Cheng, S. Y., Suh, S. Y., Morita, T., Oyama, Y., Chiu, T. Y., Koh, S. J., ... & Tsuneto, S. (2015). A cross-cultural study on behaviors when death is approaching in East Asian countries: What are the physician-perceived common beliefs and practices? Medicine94(39), 1573. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4616852/.

Unit 9: Course Review and Final Exam

  • Read the Learning Guide
  • Prepare for, take, and submit the Final Exam
  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Learning Journals
Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

Quizzes
This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

Final Exam
The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the exam will be provided during Week/Unit 8.

The Final Exam for this course must be done under the supervision of a proctor. Since you already secured your proctor before registering for this course, this is a reminder that you should coordinate with him/her before you take the exam. Please note, you will not be permitted to change proctors during the course. As a reminder, students are required to successfully complete proctored exams spaced throughout their program of study at UoPeople, in order to verify the student’s identity in confirming a degree and diploma upon graduation.

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Discussion Assignments 10%
Written Assignments 20%
Learning Journals 15%
Graded Quiz 25%
Final Exam 30%
TOTAL 100%


Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Letter Grade
Grade Scale Grade Points
A+ 98-100 4.00
A 93-97 4.00
A- 90-92 3.67
B+ 88-89 3.33
B 83-87 3.00
B- 80-82 2.67
C+ 78-79 2.33
C 73-77 2.00
C- 70-72 1.67
D+ 68-69 1.33
D 63-67 1.00
D- 60-62 0.67
F Under 60 0.00


Grade Appeal

If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.