AHSC 220/2/51 1
Concordia University
Department of Applied Human Sciences
Fall 2024
AHSC 220/2/01 Life Span Growth and Development for Practitioners (3 credits)
Professor: Dr. Anastassios Carayannis
Classroom: PT 110 LOY
Official Class Day & Time: Monday 11:45-14:30
Office Hours: By appointment
E-mail: [email protected]
T.A.: Andrea Koteles
Territorial acknowledgment: We would like to begin by acknowledging that Concordia University is
located on unceded Indigenous lands. The Kanien’kehá:ka Nation is recognized as the custodians of the lands
and waters on which we gather today. Tiohtià:ke/Montréal is historically known as a gathering place for
many First Nations. Today, it is home to a diverse population of Indigenous and other peoples. We respect
the continued connections with the past, present and future in our ongoing relationships with Indigenous and
other peoples within the Montreal community.
STUDENT COMMUNICATION WITH PROFESSOR
Use email communication with professor to make an appointment during office hours or for
questions that require brief responses such as yes or no. Identify yourself clearly by full first
and last name, student number, and course section. I will make every effort to respond ASAP.
For any questions that require a lengthy response, make an appointment to see the professor
individually during office hours. It is best to make an appointment in advance by emailing the
professor, stating the reason for the appointment. Confidential issues such as grades or
individual student needs will be discussed only during office hours.
IMPORTANT UNIVERSITY ADMINISTRATION DEADLINES
Last day for withdrawal with tuition refund (DNE): September 16, 2024
Last day for academic withdrawal (DISC): December 2, 2024
COURSE DESCRIPTION
This survey course provides an interdisciplinary overview of biopsychosocial patterns of development over
the lifespan, from conception to death. Students learn about theories of human development, with an
emphasis on typical normative development, and on application of theory to practice. The course material
covers key issues in development, major milestones of development, and major life events. In addition,
students are given opportunities to think critically and to become better able to interpret and asses research
within the field.
NOTE: Students who have received credit for PSYC 230 may not take this course for credit.
NOTE: Students registered in a Psychology program may not take this course for credit.
NOTE: Students are expected to have regular access to a computer with a camera and microphone. Google
Chrome as browser is required. They are also expected to develop an adequate level of proficiency in using
Moodle, COLE, and Pearson Revel. Working with software such as Word and Adobe Acrobat is also
expected.
Core Competencies in AHSC 220: Students will demonstrate knowledge of key concepts and terminology;
Students will understand relationships among and between key concepts; Students will apply key concepts
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and terms in novel and real-life situations; Students will analyze relationships among and between key
concepts; Students will evaluate key concepts in novel and real-life situations
COURSE OBJECTIVES
Students will:
demonstrate knowledge of key concepts & theories related to biological, cognitive, emotional, and
social patterns of human development from conception to death and how they can be applied to
explain human behavior;
develop an understanding of the interconnected effects of biology, family, culture, and historical
environment on human development;
examine how human relationships shift and alter during the human life span;
develop a deeper understanding of how social, cultural and gender factors influence the experience of
developmental change;
To appreciate the contribution of developmental theory and research in informing human service
delivery;
To analyze and appraise in depth a personal challenge by using Erikson’s psychosocial concepts.
For some students, experiences in this course may bring forth unresolved personal issues. Concordia
Counseling and Development contacts can be found at http://cdev.concordia.ca/ for counseling assistance.
COURSE METHODS
The course will include the following methods: Lectures, case videos, audiovisuals, individual reflection, in-
class questions and discussion. The pattern of student involvement in the course will be:
Attending weekly in-person lectures to discuss human development concepts and theories and to
bring forth student comments and questions about the course and the material;
Using the lecture slides posted in Moodle;
Reading independently the reading material in the required textbook;
Watching independently case study videos selected by the professor (links in Moodle/Course
Reserves);
Interacting individually with the professor during weekly office hours;
Writing a graded self-reflection academic paper about a personal life challenge, using Eriksonian
concepts as analytical tools;
Writing graded COLE quizzes and final exam to assess students’ knowledge about human
development over the whole lifespan.
READING MATERIAL
The required REVEL e-textbook is available at the Concordia BOOK STOP. This is the edition on which the
quizzes and exams will be based on:
Boyd, D., Johnson, P., & Bee, H. (2021). Lifespan development (7th Canadian Ed.). Toronto: Pearson.
(REVEL version ISBN: 9780135413326)
COURSE ASSIGNMENTS & EVALUATION
Weight
COLE Quiz 1 15%
COLE Quiz 2 15%
Paper (to be submitted via Moodle) 30%
COLE Quiz 3 15%
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COLE Final Exam 25%
The final exam for this course will be scheduled by the university's Exams Office during the Final
Exams period. Students are required to be present for the final exam as scheduled by the Exams
Office; do not make travel plans until after the Final Exams schedule has been posted (typically,
sometime mid-semester).
EXTRAORDINARY CIRCUMSTANCES
In the event of extraordinary circumstances and pursuant to the Academic Regulations, the University may
modify the delivery, content, structure, forum, location and/or evaluation scheme. In the event of such
extraordinary circumstances, students will be informed of the changes.
GENERATIVE ARTIFICIAL INTELLIGENCE
As Generative Artificial Intelligence (GenAI) can produce text and images based on existing documents, it is
unable to attribute human value to social and emotional learning in the same way that we hope to within the
Applied Human Sciences (AHSC) department. Part of navigating the generation of this content is in
understanding that what is produced is not an inherently trustworthy or reliable source in producing academic
material. These tools (e.g., ChatGPT) can be useful in complementing the learning that will come from
within our community but must be used with discernment and integrity. Within our department, there is an
emphasis on interpreting personal experience for which Gen AI cannot be a substitute. However, we
recognize that the landscapes of learning and technology are changing, and that there is an opportunity to
adapt our pedagogy as they evolve. As time goes on, we must remain aware that GenAI is an evolving tool
for us to draw upon, while our experience and learning are what we value. The AHSC department requires
transparency with the use of GenAI in all work. You must use appropriate APA citations. In addition, if you
use GenAI in an assignment, you must include an acknowledgement after your list of references stating that
you made use of GenAI, listing any GenAI resources, tools, or websites that you used, and describing how
you used these GenAI resources, tools, or websites. If you have any questions about the use of GenAI
applications for coursework, please speak with the instructor.
The use of generative AI tools is prohibited for all assignments in this course (Quizzes, student paper,
final exam). Their use in this course will constitute a violation of the Academic Code of Conduct.
DESCRIPTION OF COURSE ASSIGNMENTS
Paper (30%, maximum text length 2 pages, not counting cover page and reference list)
Using a personal reflection methodology, students will write an individual paper discussing one challenging
issue they are currently facing in their life. In this discussion, students will connect this challenging issue to
the Eriksonian psychosocial stage that corresponds to their chronological age & challenging issue. It is
expected that students will use at least 3 references (from refereed academic journals or books) in the text
and the reference list of their paper, using APA style 7th edition. Submit a PDF file of the paper via
Moodle by the due date. Papers are not accepted via email. A letter grade will be subtracted for each day of
lateness without valid reason. If there is a valid reason (medical, emergency or family reasons) inform the
professor in advance. Failure to submit a PDF file of the paper via Moodle will result in a grade of zero (0) in
this assignment. Students may submit their paper in French. See the additional file posted on Moodle under
STUDENT PAPER for details. The paper will be discussed during the class in Week 3. There is also a pre-
recorded video posted on Moodle with a description and explanation of the paper.
COLE Quizzes (15%, 15%, 15%)
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There will be three non-cumulative online quizzes via COLE. All three quizzes will be written from home.
Information about the COLE system may be found at the COLE website. The quizzes will consist of
multiple-choice questions based on the assigned chapters from the required textbook. See the class calendar
(last two pages of the course outline) for quiz dates and assigned chapters. For valid reasons (e.g., medical,
emergency or family reasons), notify the professor in writing in advance to get permission to write a make-up
quiz. Failure to write a quiz will result in a grade of zero (0) in that quiz. The info on accessing the COLE
quizzes is available in Moodle, and will also be presented in class the week before each quiz.
COLE Final Exam (25%)
There will be a non-cumulative online final exam via COLE. Information about the COLE system may be
found at the COLE website. The final exam will consist of multiple-choice questions based on the assigned
chapters from the required textbook. The final exam will be scheduled by the university’s Exam Office
during the Final Exams period. Students are required to be present for the final exam as scheduled by the
Exam’s Office. Do not make travel plans until after the Final Exams Schedule has been posted (usually
sometime mid-semester).
PROFESSIONAL & ETHICAL CONDUCT
The following policies and rules clarify expected student conduct. Professional conduct by students shows
personal responsibility, caring about and respect for others, fairness towards others, and understanding of
interdependence with others.
In-person weekly lectures: Audio or video taping of in-person lectures is not allowed. For questions
requiring confidentiality and privacy, please see me during office hours.
Missed Classes: There is a student-buddy system in our course. If you miss a class, get in touch with
your class buddies to get information on what was done during the missed class and share notes.
Take the phone numbers and e-mail addresses of two student-buddies in our class
Student Name: Phone: e-mail:
Student Name: Phone: e-mail:
Pre-recorded lectures, if necessary: In case a class lecture is cancelled because of an emergency and
the material cannot be covered in the following class, a pre-recorded lecture will be made available in
Moodle.
Class participation: Raise your hand if you wish to contribute to class discussion or ask questions.
Identify yourself and speak clearly and with adequate volume to be heard by all students. Present your
point of view using the first person "I" rather than speaking in generalities that include other people
when communicating in the classroom. Monitor your participation in class. Aim to speak if you
rarely participate. Refrain from speaking if your numerous contributions are preventing others from
joining in the discussion.
Small-group discussion: Keep your voice at a low volume during small-group discussion. Keep quiet
when the professor signals to wrap up small-group discussion. Class lecture will resume in a few
seconds.
Student conduct for Office Hours: Office hour meetings with the professor are individual and
confidential. These meetings can be held in-person in my office, or through Zoom. Students will be
placed in the Waiting Room of Zoom until the individual meeting with the previous student has
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ended. Students with prearranged appointments have priority during office hours. Recording of office
hour meetings, using any means, is strictly prohibited.
Rights, responsibilities and behavior: All individuals participating in courses are expected to be
professional and constructive throughout the course, including in their communications. Concordia
students are subject to the Code of Rights and Responsibilities which applies both when students are
physically and virtually engaged in any University activity, including classes, seminars, meetings, etc.
Students engaged in University activities must respect this Code when engaging with any members of
the Concordia community, including faculty, staff, and students, whether such interactions are verbal
or in writing, face to face or online/virtual. Failing to comply with the Code may result in charges and
sanctions, as outlined in the Code.
Equity statement: As students and faculty, we work together towards creating educational spaces that
promote equity, inclusion and belonging. Please use the golden rule in all interactions with students,
professors and staff: “Do unto others as you would have them do unto you.”
Accessibility statement: The professor will strive to make learning experience as accessible and
inclusive as possible. If you have accessibility needs that require academic accommodations, please
meet with an advisor from the Access Centre for Students with Disabilities (ACSD) as soon as
possible to set up an accommodation plan. I welcome meeting with all students to discuss their
accessibility needs.
Cheating and Plagiarism: The most common offense under the Academic Code of Conduct is
plagiarism, which the Code defines as “the presentation of the work of another person as one’s own
or without proper acknowledgement.” This includes material copied word for word from books,
journals, Internet sites, professor’s course notes, etc. It refers to material that is paraphrased but
closely resembles the original source. It also includes for example the work of a fellow student, an
answer on a quiz, data for a lab report, a paper or assignment completed by another student. It might
be a paper purchased from any source. Plagiarism does not refer to words alone –it can refer to
copying images, graphs, tables and ideas. “Presentation” is not limited to written work. It includes
oral presentations, computer assignments and artistic works. Finally, if you translate the work of
another person into any other language and do not cite the source, this is also plagiarism. In Simple
Words: Do not copy, paraphrase or translate anything from anywhere without saying where you
obtained it. (Source: The Academic Integrity Website). Concordia University takes all acts of
academic misconduct very seriously, and such acts may result in punishment. Possible penalties
include a failing grade in the assignment, a failing grade in the course, the requirement to complete
additional credits, and suspension or expulsion from the University. You should be very careful not
to submit any work that might expose you to an accusation of academic misconduct.
For more information on the Code of Conduct (Academic) and academic integrity, please consult
http://artsandscience.concordia.ca/dontcheat/
For information on how to research and write papers and how to cite sources, please consult:
http://www.library.concordia.ca/help/howto/
and http://learning.concordia.ca/Help/Writing.shtml
Intellectual property: Content belonging to instructors shared in online courses, including, but not
limited to, online lectures, course notes, and video recordings of classes remain the intellectual
property of the faculty member. It may not be distributed, published or broadcast, in whole or in part,
without the express permission of the faculty member. Students are also forbidden to use their own
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means of recording any elements of an online class or lecture without express permission of the
instructor. Any unauthorized sharing of course content may constitute a breach of the Academic Code
of Conduct and/or the Code of Rights and Responsibilities. As specified in the Policy on Intellectual
Property, the University does not claim any ownership of or interest in any student intellectual
property. All university members retain copyright over their work.
Sexual violence, including sexual harassment and sexual assault, is not tolerated at Concordia. Please
see Concordia’s policy on sexual violence for more information about awareness and prevention,
support for survivors/victims, responding to disclosures and procedures for reports and complaints.
You can also contact the Sexual Assault Resource Centre for information and support. More
information and support are available at the Sexual Assault Resource Centre
concordia.ca/students/sexual-assault, by email [email protected] or phone 514 848-2424 x 3353
Third-party software and websites:
o In this course external software and/or websites are not usually used. However, if such needs
arises, students may be asked to submit or consent to the submission of personal information
(for example, name and email) to register for an online service. Students are responsible for
reading and deciding whether or not to agree with the Third Party Technology’s terms of use.
Use of any Third Party Technology is voluntary. Students who do not consent to the use the
software or service should identify themselves to the course instructor as soon as possible, and
in all cases before the DNE deadline, to discuss alternate modes of participation.
o Students are advised that external software, website and/or tool (“Third Party Technology”)
may be used in the course and students may be asked to submit or consent to the submission
of their work to an online service. Students are responsible for reading and deciding whether
or not to agree with the Third Party Technology’s terms of use. Use of any Third Party
Technology is voluntary. Students who do not consent to the use of Third Party Technology
should identify themselves to the course instructor as soon as possible to discuss alternate
acceptable modes of participation that do not require them to give the third party intellectual
property rights. By using the Third Party Technology, students agree to provide and share
their work and certain personal information (where applicable) with the third party provider.
Students are advised that the University cannot guarantee the protection of intellectual
property rights or personal information provided to any third party provider (website or
software company) and that applicable intellectual property and personal information laws
could be those of foreign jurisdictions.
CONCORDIA STUDENT SERVICES
Do you know that almost 50 per cent of Concordia students do not complete their program within five years?
Do you know that more than 60 per cent of students who do not complete their degree are in good academic
standing? Some students abandon their program for well-thought-out reasons. Most students, however, fail to
complete their degree because of preventable circumstances (financial, psychological, academic, etc.). The
University offers many services that can help students:
AHSC Academic Advisor: Alison Piela,
[email protected] Access Centre for Students with Disabilities: https://www.concordia.ca/students/accessibility.html
Student Success Centre: https://www.concordia.ca/students/success.html
Counselling and Psychological Services:
https://www.concordia.ca/health/mental-health/counselling.html
Concordia Library Citation and Style Guides: https://library.concordia.ca/help/citing
Health Services: https://www.concordia.ca/health.html
Tuition and Financial Aid: https://www.concordia.ca/students/financial.html
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Dean of Students Office: https://www.concordia.ca/students/life/dean-of-students.html
International Students Office: https://www.concordia.ca/students/international.html
Student Hub: https://www.concordia.ca/students.html
Sexual Assault Resource Centre: https://www.concordia.ca/conduct/sexual-assault.html
HOJO (Off Campus Housing and Job Bank): https://www.concordia.ca/students/international/
sessions-workshops/housing-support.html
CSU: https://www.csu.qc.ca
Otsenhákta Student Centre for Indigenous
Students: https://www.concordia.ca/students/otsenhakta.html
Black Perspectives Office: https://www.concordia.ca/provost/about/areas/black-perspectives-
office.html
Thanks to Steve, Rosemary and Felice for the updated resources. I have also added the following to
my syllabi.
Multi-faith and Spirituality Centre
Noula Black Students Centre
Student Parents’ Centre (for students who are parents)
Zen Dens: https://www.concordia.ca/health/zen-dens.html
GRADE GUIDE & SCALE
Grade Guide
Letter Qualities of Work
Grade
Outstanding work. Your work demonstrates outstanding comprehension, application, analysis,
A+ synthesis, and evaluation of the course material. Meets all stated criteria. Demonstrates deep
A thought development. Top-quality creative and/or critical thinking employed. Very well written
A- and well organized. Use of additional and appropriate materials. Use of multiple theories to
explore ideas. High level of insight in evaluating your own professional conduct and work.
B+ Very good work. Your work shows good comprehension, application, analysis, synthesis, and
B evaluation of the course material. Meets criteria, well organized, well written. Appropriate use
B- of theory. Solid synthesis of theory and experience. Good creative and/or critical thinking skills
employed. Insightful and honest in evaluating your own professional conduct and work.
Satisfactory work. Your work displays satisfactory comprehension, application, analysis,
C+ synthesis, and evaluation of the course material. Meets several but not all general requirements.
C May have missed some points or not clearly linked all concepts to theory. Partial clarity.
C- Writing, organization need improvement. Some insight and evidence of self-reflection in
evaluating your own professional conduct and work. Additional time, persistence and care need
to be applied to improve competence.
Marginally passing work. Your work demonstrates marginal comprehension, application,
D+ analysis, synthesis, and evaluation of the course material. Assignment meets some but not many
D requirements. Vague thinking. Writing unpolished in style, organization, and clarity. Marginal
D- demonstrations of insight in evaluating your own professional conduct and work. A lot more
time, persistence and care need to be applied to improve competence.
Poor-Failed work. Your work shows poor comprehension, application, analysis, synthesis, and
FNS evaluation of the course material. Does not meet basic requirements. Poorly written,
disorganized, not on topic, no depth, vague. Not linked to theory or inappropriately so. Lack of
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insight in evaluating your own professional conduct and work. Rethinking your approach to
university work is needed.
Grade Scale
A+ 97.6-100 A 93.6-97.5 A- 89.6-93.5 B+ 84.6-89.5
B 79.6- B- 75.6-79.5 C+ 71.6-75.5 C 66.6-71.5
84.5
C- 62.6-66.5 D+ 58.6-62.5 D 53.6-58.5 D- 49.6-53.5
F 0-49.5
CLASS CALENDAR
This calendar will remain flexible to accommodate necessary changes
Date Topic Assignments
-Introductions
WEEK 1
-Course syllabus & overview
September 9 -Foundations of the study of
human development
CHAPTER 1
-Theories of human
WEEK 2
development
September 16 CHAPTER 2
WEEK 3 -Discussing the Student
September 23 Paper
-Infancy
CHAPTERS 4, 5, 6
-Infancy
WEEK 4
CHAPTERS 4, 5, 6
September 30
Quiz to be written from
WEEK 5 COLE Quiz 1 (Chapters 1, 2,
home
October 7 4, 5, 6)
at 11:45
WEEK 6 -Early childhood
October 21 CHAPTERS 7, 8
-Middle childhood
CHAPTERS 9, 10
-Adolescence
WEEK 7
CHAPTERS 11, 12
October 28
Quiz to be written from COLE Quiz 2 (Chapters 7, 8,
WEEK 8 home 9, 10) at 11:45
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November 4
-Early adulthood PAPER DUE via Moodle
WEEK 9
CHAPTERS 13, 14 at 23:59
November 11
PAPER DUE via Moodle
at 23:59
WEEK 10 -Middle adulthood
November 18 CHAPTERS 15, 16
Quiz to be written from
WEEK 11 COLE Quiz 3 (Chapters 11,
home
November 25 12, 13, 14) at 11:45
-Late adulthood COLE Final Exam (Chapters
WEEK 12
-Death, dying, & 15, 16, 17, 18, 19)- The final
December 2 bereavement exam for this course will be
-Wrapping up scheduled by the university's
CHAPTERS 17, 18, 19 Exams Office during the
Final Exams period.
Students are required to be
present for the final exam as
scheduled by the Exams
Office; do not make travel
plans until after the Final
Exams schedule has been
posted (typically, sometime
mid-semester)