Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2026

Lifespan Development (Online)

PSY 1100-30I

Course: PSY 1100-30I
Credits: 3
Term: Fall Semester 2026
Department: Psychology
CRN: 32652

Course Description

This course provides a comprehensive exploration of human development across the entire lifespan, from prenatal development through death and dying. Drawing on contemporary research and major theories of developmental psychology, students examine the physical, cognitive, emotional, and social changes that occur from infancy through late adulthood. Emphasis is placed on understanding development within the broader contexts of culture, family, socioeconomic status, community, historical period, and individual differences.

Students will explore major developmental milestones and transitions, including pregnancy and birth, infancy and attachment, childhood learning and social development, adolescence and identity formation, emerging and established adulthood, midlife, aging, and end-of-life experiences. The course also examines significant developmental issues such as parenting, education, relationships, career development, mental health, sexuality, social media, poverty, discrimination, physical and cognitive aging, caregiving, and death and dying.

Throughout the course, students will apply developmental theories and research to real-world experiences and contemporary social issues. The course emphasizes the dynamic and lifelong nature of human development and encourages students to consider how individuals, families, communities, and social institutions can promote healthy development and well-being throughout the lifespan.

Required Texts

Required Text: Experiencing the Lifespan, 6th Edition, By Janet Belsky

Learning Outcomes

COURSE OBJECTIVES

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

  • Describe major theories, concepts, and research methods used to understand human development across the lifespan.
  • Explain how biological, cognitive, emotional, social, cultural, historical, and environmental factors interact to influence human development.
  • Identify major physical, cognitive, emotional, and social developmental changes from the prenatal period through infancy, childhood, adolescence, adulthood, and late life.
  • Analyze the influence of family, peers, schools, communities, culture, socioeconomic status, and historical context on individual development.
  • Apply major developmental theories, including those of Piaget, Erikson, Vygotsky, Bowlby, and other developmental scholars, to real-world situations and human experiences.
  • Evaluate research related to attachment, temperament, brain development, language, cognition, emotional regulation, identity, relationships, and social development.
  • Examine the developmental challenges and opportunities associated with adolescence and emerging adulthood, including puberty, body image, sexuality, identity, social media, education, career development, and relationships.
  • Analyze adult development in the context of work, family, marriage, parenting, relationships, personality, career development, generativity, and well-being.
  • Describe and evaluate the physical, cognitive, emotional, and social changes associated with aging and distinguish between typical aging processes and age-related disease or impairment.
  • Examine contemporary issues affecting human development, including poverty, inequality, discrimination, education, parenting practices, bullying, mental health, social policy, and intergenerational relationships.
  • Evaluate how culture, diversity, and individual differences—including ethnicity, socioeconomic status, gender, and family structure—shape developmental experiences and outcomes.
  • Apply lifespan-development research to practical situations involving parenting, education, relationships, career decisions, caregiving, community development, and personal well-being.
  • Analyze the developmental processes associated with death, dying, bereavement, and end-of-life care from psychological, cultural, ethical, and social perspectives.
  • Critically evaluate developmental research and distinguish between evidence-based conclusions, cultural assumptions, stereotypes, and unsupported claims about human behavior.
  • Demonstrate an appreciation for human development as a lifelong, multidimensional process and recognize opportunities for individuals, families, and communities to promote healthy development and well-being at every stage of life.

Course Requirements

EVALUATION METHODS AND CRITERIA

Weekly Discussions: Essay questions will need to be answered with 150 words or more each week. There may be multiple questions you can answer, but you are only required to answer one of them. You will also need to reply to two other class members' responses. You will earn 3 points when you respond to my questions and an additional point for responses to your classmates. Total points for these assignments will be 5 points each.

Quiz: Students are required to complete quizzes about the units or content provided in the assigned week. Quizzes are available at the beginning of every unit and are due on Sunday at 11:59 p.m. unless otherwise stated. These are tools for you to learn so you can retake them, and the computer will count your highest score toward your grade.

5-Page Final Paper: Students will, by the end of the trimester, complete and submit a 5-page paper in APA format, considering the topics that they have covered in this class. This paper is meant to be an analysis of the content as it applies to the student's life. As the assignment is submitted (Drafts), Students will learn the method of the APA writing style. You may choose the topic for this paper, and you will need to have at least 3 references. A rough draft will be submitted in week 6 for me to review and help you stay on track for this complete paper. Then the final paper will be due in week 11.

Tests: Students will take two tests for the trimester (midterm and final). The format will be multiple-choice questions. Tests cover the chapters that precede the Tests and are not cumulative. Note Systems can be used on the Test.

GRADE SCHEME

The following grading standards will be used in this class:

GradeRange
A100 % to 93.0%
A-< 93.0 % to 90.0%
B+< 90.0 % to 87.0%
B< 87.0 % to 83.0%
B-< 83.0 % to 80.0%
C+< 80.0 % to 77.0%
C< 77.0 % to 73.0%
C-< 73.0 % to 70.0%
D+< 70.0 % to 67.0%
D< 67.0 % to 60.0%
F< 59.0 % to 0.0%

Course Outline


Course Summary
DateDetailsDueFri Sep 4, 2026 | Discussion Checkpoint Module 1 Discussion Question Reply to Topic | due by 11:59pm
Sun Sep 6, 2026 | Discussion Checkpoint Module 1 Discussion Question Required Replies (2) | due by 11:59pm
Assignment Module 1 Quiz | due by 11:59pm
Fri Sep 11, 2026 | Discussion Checkpoint Module 2 Discussion Question Reply to Topic | due by 11:59pm
Sun Sep 13, 2026 | Discussion Checkpoint Module 2 Discussion Question Required Replies (2) | due by 11:59pm
Assignment Quiz 2 | due by 11:59pm
Sun Sep 20, 2026 | Assignment Module 2 Assignment | due by 11:59pm
Fri Dec 18, 2026 | Quiz Module 15 Final | due by 11:59pm

Instructor's policies on late assignments and/or makeup work

COMMUNICATIONS

You are welcome and encouraged to message me on Canvas with any questions or comments you may have about the course materials or assignments. I prefer Canvas messages because I teach several classes and it’s easier for me to figure out which class you are in over Canvas. If you would like to email me, you are certainly welcome to; just please include ‘Psy 1110 in the subject line. I will respond to all messages and emails within 72 hours. I don’t check my email on the weekends or holidays, so please keep that in mind. I also ask that you consult the syllabus, class announcements, and assignment details for questions that have already been answered for you, such as the due dates for assignments, late submission policies, and what to do if you miss an exam.

Welcome: For those of you who this is your first-ever college course, welcome to SUU and congratulations on starting your college career! For those of you who are returning students, welcome back and congratulations on continuing your college career! First and foremost, I am thrilled to welcome you all to study General Psychology with me this semester! Throughout this course, we will all

If you are absent on the day of a test, makeup will only be allowed if you have communicated ahead of time.

Attendance Policy

This is an online course so attendance will be up to the student.

Course Fees

Please pay all of your CE fees as soon as possible.

Additional Resources and Information

MENTAL HEALTH

The Southern Utah University Psychology Department values our students irrespective of race, age, gender, sexual orientation, culture, religion, nationality, capabilities, or disabilities. Our faculty and staff are committed to the intellectual, physical, and emotional health of all members of the campus community. Should anyone experience problems or issues with depression, anxiety, grief, discrimination, alienation or marginalization, helplessness or hopelessness, or thoughts of suicide, we implore you to seek us out. Our commitment is to listen, and help you find the resources you need.

LIBRARY SERVICES

All SUU students attending classes online or broadcast may access all databases, e-journals, and e-books regardless of location. Additionally, the library will mail printed books to students at no charge to them. Students can also borrow books from any Utah academic library. Take advantage of all library services and learn more at https://www.suu.edu/library/

CANVAS HELP

Canvas is where course content, grades, and communication will reside for this course. For Passwords or any other computer-related technical support: 435-865-8200 support@suu.edu

IT Service Desk (https://www.suu.edu/it)

For Canvas help: 435-865-8555 canvas@suu.edu

Canvas Help Center (https://help.suu.edu/canvas)

How to Use Canvas (https://suu.instructure.com/courses/166813)

Credit Hours

Concurrent Enrollment | 3 credit hours

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.